Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice

Kington, Alison; Sammons, Pam; Day, Christopher; Regan, Elaine

doi:10.1177/1558689810396092

Cited by 32 publications

(35 citation statements)

References 36 publications

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“…In contrast, relatively little is known about the development of expertise in educational settings, despite growing interest in the characteristics and practices of teachers who appear to be successful in their teaching (Kington et al 2011). Expert teachers take a student-centred approach to instruction and acknowledge the importance of developing relationships with students (Smith and Strahan 2004).…”

Section: The Development Of Therapist and Teacher Expertisementioning

confidence: 91%

The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach

King

Specht

Petersen

et al. 2014

Educational Research

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Background: There is growing interest in identifying changes in ways of practice associated with the growth of professional expertise. Research on highly experienced or expert teachers and therapists (i.e. occupational, physical and behavioural therapists) can provide insights into how they approach practice, providing guidance for new practitioners. Purpose: The objective was to compare and contrast children's mental health therapists' and elementary/secondary schoolteachers' perceptions of changes in perspectives and approaches related to the development of expertise. Sample: Nine children's mental health therapists and five teachers/principals took part. Design and methods: Using a nested sampling design, therapists and teachers/principals were selected based on years of experience and peer reputation, and participated in two separate focus groups. Similarities and differences between the practice groups were examined qualitatively, using cross-group analysis. Results: Common reported changes in perspective included the development of open, broad, flexible and relational perspectives. Changes in approach included a focus on children's needs/desires, psychosocial issues/outcomes and realistic goals. Conclusions: The findings indicated how expert practitioners viewed their practice as changing over time, contributing to a better understanding of the nature and development of expertise in children's service practitioners. The findings suggest the importance of paying attention to children's needs/desires, cultivating awareness of their motivation and psychosocial issues, and setting realistic goals. Practitioners linked these changes in perspective and approach to more positive life and learning outcomes for children, which may have implications for guiding the practice of more novice teachers and therapists.

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Section: The Development Of Therapist and Teacher Expertisementioning

confidence: 91%

The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach

King

Specht

Petersen

et al. 2014

Educational Research

View full text Add to dashboard Cite

show abstract

“…As a result, the team decided to opt for an ‘equal status mixed‐methods design’ (Tashakkori & Teddlie, , pp. 43–45) building on prior experience of the Effective Classroom Practice (ECP) study (Day et al., ; Kington et al., ) in order to generate a variety of numeric and descriptive data ‘to address the complex and potentially interrelated issues and concerns, and to provide detailed, holistic and methodologically robust’ (Kington et al., , p. 107) accounts of inspirational teachers. This exemplifies the third methodological approach linking numbers and narratives (Gorard & Taylor, ; Gorard & Smith, ) in a small‐scale exploratory investigation of classroom practice.…”

Section: Research Design: the Use Of A Mixed Methods Design And Multimentioning

confidence: 99%

“…Researchers exploring variations in teachers’ classroom practice are making greater use of mixed methods and multiple sources of evidence to investigate effective teaching practice (Sammons et al., ; Kington et al., ). Methods that can provide numeric or descriptive evidence about teachers’ practices and behaviours include interviews, observations (both unstructured and systematic), student attainment in various tests or examinations and questionnaire surveys of students and teachers (Little et al., ; Ko et al., ).…”

Section: Introductionmentioning

confidence: 99%

‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

Sammons

Kington

Lindorff

et al. 2018

Review of Education

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This paper draws on findings from a study of ‘inspiring’ teachers in order to illustrate the way in which the chosen mixed methods design contributed to the success of the research in addressing its research aims. The study investigated the concept of ‘inspiring’ and ‘inspirational’ teaching through recruiting a purposive sample of 17 primary and secondary school teachers in England drawn from nine schools in a single Multi‐Academy Trust (MAT). The aim of the study was to integrate and synthesise evidence from a range of perspectives using multiple methods involving a combination of descriptive and numeric data, in order to increase knowledge and understanding of what it means to be ‘inspiring’ within the current educational landscape. The study fits with the ‘numbers and a narrative’ tradition reflecting the growing popularity of mixed methods (Gorard & Smith, ) and adopted an equal‐status, sequential research design that comprised integration of multiple methods including semi‐structured interviews with teachers, classroom observations including both descriptive field notes and systematic observation schedules that tapped features associated with effective practice, numeric ranking sheets for teachers and head teachers and a student questionnaire survey that included rating scales and open‐ended response questions. The findings reveal clear associations between effective and inspiring practice but also identify particular features that distinguish inspiring practitioners and their practice. Findings concerning the socio‐emotional component are highlighted in particular in relation to the emphasis these teachers placed on creating positive relationships with students and a safe supportive classroom climate.

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“…In order to provide a comprehensive methodology for the research purposes, qualitative and quantitative approaches were combined within an integrated mixed-methods design (Kington, Sammons, Day, & Regan, 2011;Leech & Onwuegbuzie, 2009;Teddlie & Sammons, 2010). According to Flick (1998), the "combination of multiple methodological practices, empirical materials, perspectives, and observers in a single study is best understood then, as a strategy that adds rigour, breadth, complexity, richness, and depth to any inquiry" (p. 231).…”

Section: Analytic Approachmentioning

confidence: 99%

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

Benson

Smith

2014

Journal of Homosexuality

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Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

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Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice

Cited by 32 publications

References 36 publications

The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach

The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach

‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

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