Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

Implementing new practices requires changes in the behaviour of relevant actors, and this is facilitated by understanding of the determinants of current and desired behaviours. The Theoretical Domains Framework (TDF) was developed by a collaboration of behavioural scientists and implementation researchers who identified theories relevant to implementation and grouped constructs from these theories into domains. The collaboration aimed to provide a comprehensive, theory-informed approach to identify determinants of behaviour. The first version was published in 2005, and a subsequent version following a validation exercise was published in 2012. This guide offers practical guidance for those who wish to apply the TDF to assess implementation problems and support intervention design. It presents a brief rationale for using a theoretical approach to investigate and address implementation problems, summarises the TDF and its development, and describes how to apply the TDF to achieve implementation objectives. Examples from the implementation research literature are presented to illustrate relevant methods and practical considerations. Researchers from Canada, the UK and Australia attended a 3-day meeting in December 2012 to build an international collaboration among researchers and decision-makers interested in the advancing use of the TDF. The participants were experienced in using the TDF to assess implementation problems, design interventions, and/or understand change processes. This guide is an output of the meeting and also draws on the authors’ collective experience. Examples from the implementation research literature judged by authors to be representative of specific applications of the TDF are included in this guide. We explain and illustrate methods, with a focus on qualitative approaches, for selecting and specifying target behaviours key to implementation, selecting the study design, deciding the sampling strategy, developing study materials, collecting and analysing data, and reporting findings of TDF-based studies. Areas for development include methods for triangulating data, e.g. from interviews, questionnaires and observation and methods for designing interventions based on TDF-based problem analysis. We offer this guide to the implementation community to assist in the application of the TDF to achieve implementation objectives. Benefits of using the TDF include the provision of a theoretical basis for implementation studies, good coverage of potential reasons for slow diffusion of evidence into practice and a method for progressing from theory-based investigation to intervention.

/pdf/a-guide-to-using-the-theoretical-domains-framework-of-2kpo61d5k8.pdf

A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems

Contents: SK Abell, NG Lederman, Preface Part I: Science Learning CW Anderson, Perspectives on Science Learning P Scott, H Asoko, J Leach, Student Conceptions and Conceptual Learning in Science WS Carlsen, Language and Science Learning TR Koballa, Jr, SM Glynn, Attitudinal and Motivational Constructs in Science Learning BJ Fraser, Classroom Learning Environments LJ Rennie, Learning Science Outside of School Part II: Culture, Gender, and Society and Science Learning O Lee, A Luykx, Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status E McKinley, Postcolonialism, Indigenous Students, and Science C-J Guo, Issues in Science Learning: An International Perspective K Scantlebury, D Baker, Gender Issues in Science Education Research: Remembering Where the Difference Lies JR McGinnis, GP Stefanich, Special Needs and Talents in Science Learning AC Barton, Science Learning in Urban Settings JS Oliver, Rural Science Education Part III: Science Teaching D Treagust, General Instructional Methods and Strategies VN Lunetta, A Hoftein, MP Clough, Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice GJ Kelly, Discourse in Science Classrooms NB Songer, Digital Resources Versus Cognitive Tools: A Discussion of Learning Science With Technology K Appleton, Elementary Science Teaching CM Czerniak, Interdisciplinary Science Teaching R Lazarowitz, High School Biology Curricula Development: Implementation, Teaching, and Evaluation From the 20th to the 21st Century R Duit, H Neidderer, H Schecke, Teaching Physics O De Jong, KS Taber, Teaching and Learning the Many Faces of Chemistry N Orion, CR Ault, Jr, Learning Earth Sciences P Hart, Environmental Education Part IV: Curriculum and Assessment in Science DA Roberts, Scientific Literacy/Science Literacy JM Atkin, P Black, History of Curriculum Reform in Science Education in the United States and United Kingdom RD Anderson, Inquiry as an Organizing Theme for Science Curricula NG Lederman, Nature of Science: Past, Present, and Future GS Aikenhead, Humanistic Perspectives in the Science Curriculum JB Kahle, Systemic Reform: Research, Vision, and Politics F Lawrenz, Review of Science Education Program Evaluation B Bell, Classroom Assessment of Science Learning E Britton, S Schneider, Large-Scale Assessments in Science Education Part V: Science Teacher Education JJ Loughran, Science Teacher as Learner MG Jones, G Carter, Science Teacher Attitudes and Beliefs SK Abell, Research on Science Teacher Knowledge T Russell, AK Martin, Learning to Teach Science PW Hewson, Teacher Professional Development in Science KJ Roth, Science Teachers as Researchers

/pdf/handbook-of-research-on-science-education-4ne3ar0sel.pdf

Handbook of Research on Science Education

This paper provides a pragmatic approach to analysing qualitative data, using actual data from a qualitative dental public health study for demonstration purposes. The paper also critically explores how computers can be used to facilitate this process, the debate about the verification (validation) of qualitative analyses and how to write up and present qualitative research studies.

/pdf/analysing-and-presenting-qualitative-data-1ry3y4oktg.pdf

Analysing and presenting qualitative data

Establishing content validity for both new and existing patient-reported outcome (PRO) measures is central to a scientifically sound instrument development process. Methodological and logistical issues present a challenge in regard to determining the best practices for establishing content validity. This paper provides an overview of the current state of knowledge regarding qualitative research to establish content validity based on the scientific methodological literature and authors’ experience. Conceptual issues and frameworks for qualitative interview research, developing the interview discussion guide, reaching saturation, analysis of data, developing a theoretical model, item generation and cognitive debriefing are presented. Suggestions are offered for dealing with logistical issues regarding facilitator qualifications, ethics approval, sample recruitment, group logistics, taping and transcribing interviews, honoraria and documenting content validity. It is hoped this paper will stimulate further discussion regarding best practices for establishing content validity so that, as the PRO field moves forward, qualitative research can be evaluated for quality and acceptability according to scientifically established principles.

Qualitative research and content validity: developing best practices based on science and experience

Chapter 1: World Views, Paradigms, and the Practice of Social Science Research Case 1. Quantitative Research Case 2. Qualitative Research Thinking about the Foundations and Practice of Research What This Book Is and Is Not About. What Warrants Our Attention? The Traditional Canon Alternative Paradigms New Techniques or New Paradigms? Chapter 2: History and Context of Paradigm Development Positivism: A Response to Metaphysical and Magical Explanations Critical Theory: A Response to Inequities in Society Interpretivism: A Response to the Excesses of "Scientific" Social Science The Special Cases of Postmodernism and Feminism Chapter 3: Foundational Issues: Postpositivist and Critical Perspectives Social Science Research: The View from the Postpositivist Paradigm Social Science Research: The View from the Critical Theory Paradigm Chapter 4: History and Foundations of Interpretivist Research (1) Nature of Reality. (2) Purpose of Research. (3) Acceptable Methodology/Data. (4) The Meaning of Data (5) Relationship of Research to Practice. The Implications of an Interpretivist Approach What Sorts of Research are Worthwhile? Examples of Interpretive Research Chapter 5: Frameworks for Qualitative Research Postpositivist Research "Moments" of Qualitative Research Some General Frameworks for Qualitative Research Chapter 6: General Guidelines for Qualitative Research Guidelines for Qualitative Research Situated or Contextual Understanding, Not Truth, is the Purpose of Research Accept Multiple Sources of Influence Take A Foundational Rather Than Technique Perspective Practice Recursive (Iterative ) and Emergent Data Collection and Analysis Use Multiple Sources of Data Think of Research as a Reflective Process The Researcher is the Primary Tool for Data Collection and Analysis An Emphasis on Participatory versus Nonparticipatory Research. Adopt an Open Approach Deal With Bias Directly Select Natural Contexts for Research Research Should be Holistic, Not Atomistic Research Involves More Than Induction and Deduction: Analogical Reasoning, Abduction, and Family Resemblances Alternatives to Postpositivist Criteria for Believability: Validity and Reliability Alternative Approaches to Validity and Reliability: Triangulation and More Conclusions? Aren't They Generalizations? Chapter 7: Methods of Qualitative Research Case 1: Action Research on a Pediatric Surgical Ward Established Qualitative Research Methods Ethnography Case Studies: Another Form of Qualitative Observation Interview Research Historigraphy Historiography: The Research Methods of History Innovative Methods Participatory Qualitative Research Emancipatory Research Critical Emancipatory Action Research Chapter 8: Approaches to Data Analysis and Intepretation The Purpose of Research General Theory Objective Description Hermeneutic (Verstehen) Understanding Story telling/Narrative Data Analysis Families Eyeballing the Data Connoisseurship: A Global Perspective Hermeneutics as a Data Analysis Method Grounded Theory Analytic Induction A Final Topic: The Ethics of Research Chapter 9: 21st Century Social Science: Peering into the Future Will the Cacophony Continue? Why Can't Social Science Converge on The Answer? Competition Linearity Dialog as an Alternative to Competition Three Approaches to Knowing in Greek Thought Plato Aristotle The Humanities Choices 20th Century Social Science Made Suppose We Chose Badly Two Theories That May Help Us Build 21st Century Social Science Poetic Logic Chaos and Complexity Theory: Another Route to a Nonlinea Social Science

Jerry Willis

Papers

Foundations of Qualitative Research: Interpretive and Critical Approaches

World Views, Paradigms, and the Practice of Social Science Research

Frameworks for Qualitative Research

History and Context of Paradigm Development

History and Foundations of Interpretivist Research