자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

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Qualitative research for education: An introduction to theories and methods

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

The Journal of Agricultural Education has primarily published research that uses quantitative research methods. Perhaps this is due partly to the lack of a qualitative research conceptual framework to guide our profession. Most researchers in agricultural education were academically prepared to conduct empirical research. Those who are in the professoriate are teaching and mentoring graduate students without the prerequisite skills to conduct qualitative research. In order to practice “good social science” research, agricultural educators need to understand the history of qualitative research, common types used in education, sampling techniques, data collection, analysis procedures, and issues of rigor and quality for the qualitative research paradigm. This study uses a heuristic research approach through a content analysis of the literature to create a qualitative research conceptual framework to guide the Agricultural Education profession.

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Viewing Agricultural Education Research through a Qualitative Lens.

As higher education institutions increase the use of technology to further distance education initiatives, it is important to recognize the role that perspectives within the institution play in formulating a strategy for effective development and implementation of distance education This study seeks to provide insight to these perspectives by examining the strengths, weaknesses, opportunities, and threats (Goodstein, Nolan & Pfeiffer, 1993) associated with using distance education (DE) technologies from the perspective of administrators, faculty, and support units within higher education Analysis revealed that respondents recognized the opportunity to utilize DE technologies to improve instruction and reach new audiences through collaboration and new courses/programs, however, needs were expressed to expand policies/procedures to address critical issues (eg, incentives, support, training, quality control, careers, and communication channels) The perspectives of administrators, faculty and support units were not found to be dramatically different, in fact many of the perspectives were the same Based on Rogers' attributes (1995), it was concluded that the rate of adoption of DE technologies could be enhanced through revised policies/procedures and the development of strategies to address critical issues

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How the Perspectives of Administrators, Faculty, and Support Units Impact the Rate of Distance Education Adoption

A Content Analysis of Critical Thinking Skills as an Indicator of Quality of Online Discussion in Virtual Learning Communities

The purpose of this study was to determine the strengths, weaknesses, opportunities, and threats associated with using distance education (DE) technologies in the College of Agriculture and Life Sciences at Texas A&M University from the perspective of administrators, faculty, and professional support staff. Rogers ' Diffusion of Innovation (1995) served as the theoretical underpinnings for the study. Qualitative research (naturalistic inquiry) was employed and the constant comparative method was used for data analysis (Lincoln & Guba, 1985). Analysis revealed that respondents perceived various organizational strengths and recognized the opportunity to utilize DE technologies to improve instruction and reach new audiences through collaboration and new courses/programs. A need was expressed to expand policies/procedures to address critical issues (i.e., incentives, support, training, quality control, careers, and communication channels). Competition, dependency on outside assistance, and misinformation on the Internet were perceived as organizational threats. Based on Rogers ' attributes (1995), the rate of adoption of DE technologies could be enhanced through revised policies/procedures and the development of strategies to address critical issues.

Perceived Strengths, Weaknesses, Opportunities, and Threats Impacting the Diffusion of Distance Education Technologies in a College of Agriculture and Life Sciences

As higher education attempts to meet the growing demand for courses delivered at a distance, identification of potential barriers to faculty acceptance and adoption are needed. The purpose of the study was to describe faculty perceptions with respect to distance education competence, value, and information technology support by philosophical position towards distance education. Of the three constructs, only value was found to be significantly related to the philosophical position towards distance education. Teachers not philosophically opposed had a higher perceived value of distance education. Efficient communication of the increasing value of distance education is needed. This information can help administrators, faculty, and institutions remain competitive and make decisions on strategic plans regarding distance education. Introduction The expanding adoption of distance education has led researchers to explore faculty attitudes. Many studies have questioned the educational equivalency of distance courses when compared to the traditional classroom. According to Black (1992) "Distance education is often viewed as second-best to classroom, face-to-face instruction" (p3). According to Miller (2001) faculty philosophically believe that distance courses result in lower levels of cognition. This author, however, found that the level of cognition is equal in both traditional and distance courses. In order to ascertain equivalency a standard of measurement must be agreed upon for effective communication. According to Rogers (1995) communication is essential if innovation is to spread. Changing the philosophical nature of how courses are measured is key to communication.

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Kim E. Dooley

Papers

Viewing Agricultural Education Research through a Qualitative Lens.

How the Perspectives of Administrators, Faculty, and Support Units Impact the Rate of Distance Education Adoption

A Content Analysis of Critical Thinking Skills as an Indicator of Quality of Online Discussion in Virtual Learning Communities

Perceived Strengths, Weaknesses, Opportunities, and Threats Impacting the Diffusion of Distance Education Technologies in a College of Agriculture and Life Sciences

Faculty Philosophical Position towards Distance Education: Competency, Value, and Educational Technology Support.