Using Q-sort methodology as an educational tool in post-qualifying education whilst simultaneously gathering research data about views on parenting

Daniel, Brigid

doi:10.1080/02615470050024077

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…Diğer yandan Q metodunun önemli bir dezavantajının etkili bir Q metodoloji çalışmasının ancak katılımcılar tarafından Q-ifadelerinin Q diyagramı üzerine titiz ve düşünceli bir şekilde sıralanmasına bağlı olduğu gerçeğidir. Bu durumu Daniel (2000), Q sıralaması için ifadelerin seçiminin araştırmacı tarafından etkilenebileceği hipoteziyle açıklamaktadır. Başka bir anlatımla, her bir Q-ifadesi arasında yeterli-ama çok fazla olmayan-bir ayrım olacak şekilde ifadeleri ayırt etmenin zor olabileceğinin göz ardı edilmemesidir.…”

Section: Q Metodoloji̇'ni̇n Eği̇ti̇m Araştirmalarinda Kullanimiunclassified

Q-Methodology as a Qualiquantalogical Approach and Reflections on Its Usability in Educational Researches

Polat

2022

PAUSBED

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The process of developing new research approaches is still an ongoing process in order to make the findings and results of the researches carried out for educational sciences, a social science field, more qualified. In this process, it can be said that Q-methodology, which was developed by feeding from both quantitative and qualitative research approaches, will benefit researchers as a mixed method. Therefore, in this review, first, Q-methodology and its general features are discussed as a qualiquantalogical approach. In this context, the general definition and characteristics of Q-methodology, how it is applied, data analysis and interpretation in Q-methodology, the level of relationship of the method with today's educational research are mentioned. As a result, it was emphasized that Q-methodology is an important approach for the field of educational research and that it should be followed carefully.

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Section: Q Metodoloji̇'ni̇n Eği̇ti̇m Araştirmalarinda Kullanimiunclassified

Q-Methodology as a Qualiquantalogical Approach and Reflections on Its Usability in Educational Researches

Polat

2022

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“…For instance, articles by Daniel et al, (1997) and Daniel (2000) respectively consider the development of a module on child development for a PQ child protection course and using Q-sort methodology as an educational and data collection tool to simultaneously stimulate debate and data collection on parenting and decision making in child protection practice. OgilvieWhyte (2006) provides a useful review of the evidence base which evaluates the effectiveness of PQ child protection training and education (although it is not specific to the Scottish context per se) and Daniel's (2004) research report into the impact of training and education in child protection explores a number of cognate issues.…”

Section: Development Of Post-qualifying Training and Educationmentioning

confidence: 99%

Fit for Purpose? Post-Qualifying Social Work Education in Child Protection in Scotland

Kelly

Jackson

2011

Social Work Education

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Recommendations for post-qualifying training and education in child protection social work consistently form part of the political response to child abuse scandals. The influence of child abuse politics upon the push towards post-qualifying training and education has been consistent across the United Kingdom. Within Scotland educators have been quick to respond to the market demand for programme provision and there is now a growing number of academic programmes being offered by higher education institutions. Yet despite post-qualifying training and education achieving the status of 'panacea' there is little in the way of a national dialogue about what post-qualifying training and education in social work child protection should look like. The parameters of this have not been subject to any kind of national debate and the Scottish academic community has not entered into a professional dialogue on these issues. More crucially, educators have not engaged in any level of identifiable evaluation of their provision and there is an absence of engagement with the scholarship of teaching child protection at the post-qualifying level. This paper connects with these issues to question whether the post-qualifying training and education delivered by Scotland's universities can be considered fit for purpose.

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“…Indeed, post-qualifying education offers a huge opportunity for the practice community to build its evidence-base 'from the bottom' (Marsh and Doel, 2005) and unique access to large numbers of practising social workers to gather research data about current practice concerns (Daniel, 2000). Post-qualifying education is most definitely part of the solution.…”

Section: 'The Presentations Were Invaluable; Feel the Whole Pq1 Routementioning

confidence: 99%

Experiences of Post‐Qualifying Study in Social Work

Doel

Nelson

Flynn

2008

Social Work Education

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This article is based on a research project to explore the experiences of past and current candidates for post-qualifying awards in social work in England. Also included in the study are the Leads of the post-qualifying consortia in England. The study used questionnaire survey and nominal group techniques to gather data, which was coded and categorised into themes. The main findings relate to the perceived purposes of post-qualifying study, motivations for undertaking post-qualifying study, the factors that sustain and hinder study, the advice that those who have or who are experiencing post-qualifying study would give to those about to start and future plans and hopes in this area.Post-qualifying study is generally valued, especially in relation to the opportunities it provides for professional development. The support of a mentor who has direct experience of the candidate's programme is highly prized, as are clear and consistent guidance from the programme and meaningful study time and workload relief from employers. There are also frustrations for some candidates who do not feel that their post-qualifying study has stretched them beyond qualifying standards or who experience the teaching as divorced from the realities of daily practice. The appetite for a wider choice of post-qualifying modules suggests that providers of postqualifying study will need to collaborate within and across regions in order to achieve a critical mass of candidates for more specialist or focused learning. The study suggests a need for further research to understand the impact of post-qualifying study on candidates' social work practice.The article concludes with two checklists of questions, one for individual candidates and another for agencies and programmes. These questions arise from the findings in the research.

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Using Q-sort methodology as an educational tool in post-qualifying education whilst simultaneously gathering research data about views on parenting

Cited by 4 publications

References 9 publications

Q-Methodology as a Qualiquantalogical Approach and Reflections on Its Usability in Educational Researches

Q-Methodology as a Qualiquantalogical Approach and Reflections on Its Usability in Educational Researches

Fit for Purpose? Post-Qualifying Social Work Education in Child Protection in Scotland

Experiences of Post‐Qualifying Study in Social Work

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