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Qualitative research for education: An introduction to theories and methods

Theory in Practice: Increasing Professional Effectiveness

国際生活機能分類(International Classification of Functioning, Disability and Health: ICF)にみた福祉・保健・医療の専門職協働における連携に関する貢献と課題

This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The Ecology of Human Development

Cost Effectiveness in Health and Medicine.

Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities.
 
Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness.
 
Samples. The review covers a range of SEN and children from pre-school to the end of compulsory education.
 
Method. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001-2005 (N = 1373): journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, journal of Learning Disabilities, Remedial and Special Education, British journal of Special Education, European journal of Special Needs Education, and the International journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non-comparative qualitative studies including non-experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants.
 
Results. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non-comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants.
 
Conclusions. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal education for children with SEN and disabilities and, as a consequence, develop an evidence-based approach to these children's education.

Educational psychology and the effectiveness of inclusive education/mainstreaming.

"This is a book which I will return to over time. It carries a powerful, and empowering, message about the task of researching children's views...(It) deserves to find an automatic place in staffroom libraries. I happily recommed it." - Support for Learning" The 1990s have been marked by a growing emphasis, in various professional contexts, on obtaining the views of clients, including children. This position is an international one, shared across the developed world, and encapsulated in the UN Convention on the rights of the child. This book addresses the issues and practicalities surrounding the obtaining of children's views, particularly in the research context. The book takes a deliberately and explicitly pluralist stance. Its distinctiveness rests on the scrutiny of methodological issues pertaining to the collection of children's views and practical applications. The book is structured around two main sections. Section 1 examines five aspects of theoretical and conceptual issues (ethical issues and codes of conduct, children's rights, the legal perspective, developmental dimensions and sociological issues). Section 2 illustrates these aspects by focusing on methods and applications in obtaining children's views in specific projects. The book is aimed at researchers and graduate students in psychology, social sciences, education, health and law. It will also be of value to a range of professionals involved in eliciting children's views (e.g. psychologists, teachers, social workers, medical workers and the police).

Researching Children'S Perspectives

The Gulliford Lecture 2002 was given by Professor Geoff Lindsay, Director of the Centre for Educational Development, Appraisal and Research (CEDAR) at the University of Warwick. Professor Lindsay's lecture, on which this paper is based, addressed a number of key topics, including the development of inclusion and inclusive practices; models of special educational needs and disability; and the values that underpin our thinking about these matters. Basing his argument on the research evidence, Professor Lindsay provides a searching critique of prevailing notions about inclusion and of current approaches to research. His conclusions will be of interest to everyone concerned with the education of children and young people with special educational needs.

Inclusive education: a critical perspective

Researching children’s perspectives : a psychological dimension

Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.
 
Methods. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.
 
Results. High levels of BESD were found at all three ages but with different patterns of trajectories for parents' and teachers' ratings. Language ability predicted teacher- but not parent-rated BESD.
 
Conclusions. The study confirms the persistence of high levels of BESD over the period 8-12 years and the continuing comorbidity of BESD and language difficulties but also indicates a complex interaction of within-child and contextual factors over time.

Geoff Lindsay

Papers

Educational psychology and the effectiveness of inclusive education/mainstreaming.

Researching Children'S Perspectives

Inclusive education: a critical perspective

Researching children’s perspectives : a psychological dimension

Longitudinal patterns of behaviour problems in children with specific speech and language difficulties : child and contextual factors