A qualitative study of faculty members participating in a campus-wide problem-based learning initiative examined the process of transforming faculty pedagogical content knowledge. Researchers found that faculty existing knowledge and the institutional intervention influenced new knowledge of faculty roles, student roles, disciplinary structures, and pedagogy. Communicating new knowledge solidified the transformation.
In this article, we present an overview of the growing field of the integration of qualitative evidence. Based on an analysis of 177 syntheses published in a variety of professional and social science fields, they introduce a way of categorizing the various approaches that synthesists use to combine evidence derived from primary qualitative studies. Finally, they argue for the place of a constructionist approach when synthesizing findings from primary qualitative research.
Keywordsconstructionism, critical interpretive synthesis, meta-ethnography, qualitative meta-analysis, qualitative research, qualitative research synthesis (QRS)
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