Applying Q methodology to teacher evaluation research

Rodl, Janelle E.; Cruz, Rebecca A.; Knollman, Gregory

doi:10.1016/j.stueduc.2020.100844

Cited by 16 publications

(13 citation statements)

References 28 publications

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“…Q-methodology is a quali-quantitative methodology that originated in the field of psychology (Brown, 1980) but is now used in a wide array of fields to understand the range of stakeholder perceptions in reference to contested issues [e.g., education (Rodl et al, 2020), medicine (Hammami et al, 2020), and environment (Moros et al, 2020)]. Q-methodology combines statistical analysis in the form of a data-reduction technique applied to pseudo-ranking data with the analysis of qualitative data obtained during the ranking exercise to reveal core perceptions.…”

Section: Q-methodologymentioning

confidence: 99%

Recognising Stakeholder Conflict and Encouraging Consensus of ‘Science-Based Management’ Approaches for Marine Biodiversity Beyond National Jurisdiction (BBNJ)

et al. 2020

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Areas beyond national jurisdiction (ABNJ) encompass the seabed, subsoil and water column beyond coastal State jurisdiction and marine biodiversity beyond national jurisdiction (BBNJ) is rich and varied. From providing sustenance and supporting livelihoods, to absorbing anthropogenic carbon dioxide emissions, ABNJ ecosystems are vital to the wellbeing of humankind. However, an enhanced understanding of BBNJ and its significance has not equated to its successful conservation and sustainable use. Negotiations for a new international legally binding instrument for the conservation and sustainable use of BBNJ have scoped applicable principles for a future agreement, including the use of best available science and science-based approaches. But there remains a lack of convergence on what science-based approaches would look like, or how they would be operationalised. In order to negotiate and implement a meaningful BBNJ treaty that can meet conservation and sustainable use objectives, stakeholder perceptions must be identified, and areas of divergence must be overcome. This study uses Q-methodology to reveal and analyse the diversity of perceptions that exist amongst key stakeholders regarding what it means to operationalise sciencebased approaches for the conservation and sustainable use of BBNJ. The Q-study features 25 stakeholder interviews and 30 Q-study participants revealing four different perceptions, each of which represent a different interpretation of what science-based management means in the context of BBNJ. Across these perceptions, there were areas of stakeholder consensus (e.g., regarding the benefits of integrative management, the application of precautionary approaches when data are insufficient, and the issues pertaining to the trustworthiness and credibility of science) and areas of stakeholder conflict (e.g., regarding the definition, function and authority of science within current and future BBNJ governance processes). Key implications of this study include the evidencing of fundamental tensions between differing perceptions of the authority of science and between conservation and sustainable use objectives, that may be fueling stakeholder conflict, and the subsequent proposal of integrative and highly participatory management approaches to operationalise science-based management of BBNJ.

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Section: Q-methodologymentioning

confidence: 99%

Recognising Stakeholder Conflict and Encouraging Consensus of ‘Science-Based Management’ Approaches for Marine Biodiversity Beyond National Jurisdiction (BBNJ)

et al. 2020

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“…Q methodology has primarily been used in the social and political sciences including public health [Barrense-Dias et al, 2020;Cross, 2004], environmental policy [Addams and Proops, 2000;Brown, 2019;Danielson, Webler and Tuler, 2009], and perceptions of animals and animal rights [Kalof, 2000;Sickler, Lemcke et al, 2006]. In the education sector, the method has been applied to understand how visitors conceive what is fun about zoo-going [Sickler and Fraser, 2009], and teachers' views of instructional practices and professional development [Baron et al, 2018;Rodl, Cruz and Knollman, 2020].…”

Section: Methodsmentioning

confidence: 99%

The audience experience of science storytelling: impact profiles from a Q methodology study

Sickler¹,

Lentzner²

2022

JCOM

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The Story Collider applies the principles of narrative transportation to produce events that use first-person, personal stories about science to activate audience emotion, empathy, and identities. This study sought to systematically explore underlying patterns in the subjective experience of these live shows. This study combined a research framework from the performing arts with Q methodology, a method designed to capture and quantify subjectivity of personal meaning. This revealed four profiles, each representing a distinct way that one can internalize the value of science storytelling. Results highlight an opportunity within programs that operate at the nexus of science communication and the arts.

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“…In this context, the Q-methodology puts forth an approach that can be used for grouping individual thoughts. Moreover, it gives chances to highlight viewpoints of the participants about features of teachers' instructional practices about related topics (Crowe et al, 2017;Rodl et al, 2020). The study process is designed as a Q methodology with a two-stage approach.…”

Section: General Backgroundmentioning

confidence: 99%

“…The forced distribution, which includes the grading of the expressions describing the mentoring attributes and practices of a mentor, is composed of 26 boxes in total, ± 4 one, ± 3 two, ± 2 three, ± 1 four boxes and 0 six boxes each. The forced distribution allows us to crystallize the participants' preferences, attitudes, perceptions or thoughts by forcing them to decide (Demir & Kul, 2011;Rodl et al, 2020). The third tool is the information form that codes the personal information of the participant (participant number, average, whether or not he has taken science teaching courses, etc.)…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…The researchers state that the data collection process has an important place in the Q method (Lutfallah & Buchanan, 2019;Rodl et al, 2020;Stenner & Stainton Rogers, 2004). Lutfallah and Buchanan (2019) pointed out that when the participants have exhausted all their possible thoughts about the Q sets, the researchers can intervene and collect the data in two phases: pre-sorting and actual sorting.…”

Section: Data Collectionsmentioning

confidence: 99%

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The Preferred Mentoring Attributes and Practices for Effective Science Teaching

Burak

Simsar

2022

JBSE

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Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. Keywords: effective mentoring, mentor teachers, pre-school education, science teaching

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Applying Q methodology to teacher evaluation research

Cited by 16 publications

References 28 publications

Recognising Stakeholder Conflict and Encouraging Consensus of ‘Science-Based Management’ Approaches for Marine Biodiversity Beyond National Jurisdiction (BBNJ)

Recognising Stakeholder Conflict and Encouraging Consensus of ‘Science-Based Management’ Approaches for Marine Biodiversity Beyond National Jurisdiction (BBNJ)

The audience experience of science storytelling: impact profiles from a Q methodology study

The Preferred Mentoring Attributes and Practices for Effective Science Teaching

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