Understanding and Evaluating Qualitative Educational
                    Research

Lichtman, Marilyn

doi:10.4135/9781483349435

Cited by 46 publications

(31 citation statements)

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“…Given that only a few studies have yet examined the specific strategies of students using modeling and experimentation together, case study methodology is an appropriate early step. Case studies provide researchers with an understanding of the particulars and complexity of individual cases [68,69] and are not intended to be generalized. It is precisely these particulars and complexities of how students reason we wish to unpack in this work.…”

Section: B Participants and Case Study Selectionmentioning

confidence: 99%

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Russ

Odden

2017

Phys. Rev. Phys. Educ. Res.

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Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level.

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Section: B Participants and Case Study Selectionmentioning

confidence: 99%

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Russ

Odden

2017

Phys. Rev. Phys. Educ. Res.

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“…CTAR involves participation, direction, consciousness, constraints, and outcomes (Tripp, 1990). In this study, teachers systematically collected data in their own classrooms with the goal of creating a more socially responsive classroom through implementing specially designed curriculum for their students (Coles-Ritchie & Charles, 2013;Lichtman, 2010;Mills, 2013). Each teacher had a direction or purpose for improving their classroom context and were open to exploring their own consciousness about their students and curriculum.…”

Section: Methodsmentioning

confidence: 99%

Drawing on Dynamic Local Knowledge Through Student-Generated Photography

Coles-Ritchie

Monson²,

Moses³

2015

Equity & Excellence in Education

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In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students' dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors' findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students' lived experiences.I asked Eric 1 if he would like to take a camera on a trip to see family in the Navajo Nation in Arizona the next weekend. His eyes lit up, and he excitedly replied, "Yeah, I can take a picture of a mesa, and the mound that all the kids play on!" For the remainder of center time he worked diligently on his task. (Bayley, classroom teacher, urban Title I school) Eric struggled in class all year. He often disrupted other students, had difficulty staying on task, and was often absent from school. His teacher knew she needed to do more to connect with him and to understand his family situation better. She did not meet his parents until she began the photography project. She asked them if Eric could take some pictures of their family home and surrounding area in the Navajo Nation. After that, the doors opened a bit wider, allowing more communication with the parents and a greater desire from Eric to participate in school.This article explores how two teachers from two vastly different, Title I schools used studentgenerated photographs to better understand their students' local knowledge and to enhance the curriculum and ultimate learning of all their students through practicing culturally relevant

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“…The researcher did 16 individual interviews, and a focus group interview with three novice teachers upon their request. In this ethnography study (Litchtman, 2011), all participants responded to the four questions asked.…”

Section: Methodology the Cycle Of Enactment And Investigation: The Comentioning

confidence: 99%

Transition Between University Students to Teachers: Practice in the Middle

Savard

2014

Canadian Journal of Science, Mathematics and Technology Educati

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This article presents a study done in an elementary mathematics methods course that focused on the transition of novice teachers' epistemological stances: former elementary student, university student, and teacher stances. In order to help them develop the teacher stance, we designed a three-phase activity, where two phases took place inside class and the last one occurred outside of class. Novice teachers were given an assignment where they had to rehearse a count in class and enact it in front of a small group of students. They had to write reflections on their rehearsal and enactment. Interviews were done 4 months after the end of the course. The results show that the reflections about mathematics in relation to the use of new teaching practices on eliciting students' thinking allowed the novice teachers to develop the teacher stance.Résumé: Cet article présente uneétude réalisée auprès de futurs maitres du primaire et porte sur la transition des posturesépistémologiques des futurs maitres, soit: l'ancienélève du primaire, l'étudiant universitaire et l'enseignant. Dans le but de favoriser le développement de la posture de l'enseignant, nous avons développé une situation en trois phases. Deux phases ontété vécues en classe alors que la dernière aété vécue hors de la classe. Ainsi, les futurs maitres ont euà réaliser un travail dans lequel ils devaient répéter un compte et l'enseignerà un petit groupe d'étudiants. Ils ont eu par la suiteà consigner leurs réflexions sur la répétition et la réalisation parécrit. Des entrevues ont eté réalisées quatre mois après la fin du cours. Les résultats montrent que la réflexion développée envers les mathématiques et l'utilisation de nouvelles pratiques enseignantes sur la sollicitation du raisonnement desélèves a favorisé le développement de la posture de l'enseignant.

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Understanding and Evaluating Qualitative Educational Research

Cited by 46 publications

References 0 publications

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Drawing on Dynamic Local Knowledge Through Student-Generated Photography

Transition Between University Students to Teachers: Practice in the Middle

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