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    Wyświetlanie 1-8 z 8
    Tytuł:
    Grasping the Concept of Inclusive School in Slovakia and England - Q Study
    Autorzy:
    Vančíková, Katarína
    Porubský, Štefan
    Šukolová, Denisa
    Sabo, Robert
    Vaníková, Terézia
    Powiązania:
    https://bibliotekanauki.pl/articles/1964335.pdf
    Data publikacji:
    2021-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive school
    inclusive education
    Q-methodology
    Opis:
    The aim of the study was to identify how education actors of two historically and culturally different countries - Slovakia and England - thought about the concept ’inclusive school’. The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.
    Źródło:
    The New Educational Review; 2021, 66; 159-169
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Q methodology for post-social-turn research in SLA
    Autorzy:
    Irie, Kay
    Powiązania:
    https://bibliotekanauki.pl/articles/781025.pdf
    Data publikacji:
    2014-03
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Q methodology
    SLA research
    subjectivity
    qualitative
    quantitative
    Opis:
    Q methodology, an approach to inquiry on the subjective views about a complex phenomenon/issue which has been increasingly employed in a wide range of social science fields has not yet been applied in language learning and teaching research. It is a unique approach that has characteristics of both qualitative and quantitative research methods. The purpose of the present paper is to introduce Q methodology as an alternative approach and demonstrate its potential to respond to the needs of the field that has been expanding in its epistemological diversity since the social turn (Block, 2003; Ortega, 2012). The relevance of the methodology for SLA research will be discussed with a particular focus on the parallels between the development of the methodology in the 1930s and current criticisms towards the traditional cognitive approach in SLA. Using a published study (Irie & Ryan, 2014), the author explains how the focus on the holistic understanding of subjectivity is built into the procedure. Suggestions for possible areas of research and teaching in which Q methodology could be applied are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 1; 13-32
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Quantifying Human Subjectivity Using Q Method: When Quality Meets Quantity
    Autorzy:
    Kamal, Sristi
    Kocór, Marcin
    Grodzińska-Jurczak, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2119616.pdf
    Data publikacji:
    2014-07-31
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Q methodology
    Human Subjectivity
    Attitudes Categorization
    Methodology Description
    Mixed Approach
    Opis:
    Incorporating human subjectivity in applied disciplines of social sciences and other base sciences poses a challenge as the nature of qualitative data is often the point of contention. Q methodology is a tool that addresses this challenge as it helps quantify qualitative data using Q factor analysis. Initially developed for psychology and political sciences, Q methodology now finds its use in many research disciplines of science, especially in interdisciplinary studies that take into account human subjectivity. This article provides a detailed description on the various steps involved in conducting a Q study, with special emphasis on data interpretation. To describe the methodology and demonstrate data interpretation, we used data from our pilot case study of socio-ecological nature that documents attitudes of people towards nature conservation on private land. Additionally, we mention the specific usefulness of this method, highlight the potential challenges at each step of the approach, and provide practical advice to overcome them. In our opinion, Q methodology has been more restricted in its use on the ground of being a more social or psychological tool, and therefore, our aim is to familiarize researchers who could be interested in a mixed approach of joining quantitative data analysis with qualitative, in-depth interpretation with the approach at hand.
    Źródło:
    Qualitative Sociology Review; 2014, 10, 3; 60-79
    1733-8077
    Pojawia się w:
    Qualitative Sociology Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences
    Autorzy:
    Irie, Kay
    Ryan, Stephen
    Mercer, Sarah
    Powiązania:
    https://bibliotekanauki.pl/articles/780495.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    mindsets
    Q methodology
    pre-service teachers
    EFL teachers
    teacher beliefs
    Opis:
    This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology. Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers – most of it focusing on the mindsets of learners – and the research that does investigate teachers tends to focus on beliefs about learning or intelligence. This study offers a new perspective by focusing on teachers’ beliefs about their own teaching competences. A further aim of the study is to expand the methodological repertoire in language education researchers. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field. The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side of teaching. A further finding was that teacher mindsets are constructed through individuals’ management of various sets of implicit theories and tend not to conform to the established dichotomous model of mindsets.  
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 3; 575-598
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Importance of teachers’ beliefs in development of scientific literacy
    Znaczenie przekonań nauczycieli w rozwoju kompetencji naukowych
    Autorzy:
    Kotuľáková, Katarína
    Powiązania:
    https://bibliotekanauki.pl/articles/106650.pdf
    Data publikacji:
    2019
    Wydawca:
    Towarzystwo Chemii i Inżynierii Ekologicznej
    Tematy:
    scientific literacy
    curriculum
    teachers beliefs
    Q methodology
    kompetencje naukowe
    program nauczania
    przekonania nauczycieli
    metodologia Q
    Opis:
    Science teachers communicate curricula goals to their students, prepare teaching situations and lead their students through them in order to learn science. The purpose of this study was to identify the beliefs of teachers about teaching and learning, specifically, what the teachers focus on, how they comprehend knowledge and their role in the process of learning since they can promote or hold back development of scientific literacy. Q methodology was used to investigate the beliefs of 65 science teachers by having them rank and sort a series of 51 statements. Factor analysis was used to identify identical patterns. The analysis showed that the teachers held four types of dominant beliefs about the effectiveness of science instruction and some common feature which have potential to influence educational process. Teachers concentrate on covering the content even if they declare the importance of personal construction, feel responsible for students’ learning and its outcomes. Despite stressing the activity of the students, the teachers did not emphasize particular science process skills and scaffolding process. The findings of the study suggest that systematic trainings focused on the nature of science and the scaffolding process would be beneficial for teachers in all identified factors.
    Źródło:
    Chemistry-Didactics-Ecology-Metrology; 2019, 24, 1-2; 77-87
    2084-4506
    Pojawia się w:
    Chemistry-Didactics-Ecology-Metrology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Q-methodology study of students behaviour during project-based learning
    Badania zachowań studentów podczas uczenia opartego na projekcie za pomocą Q-metodologii
    Autorzy:
    Németh, G.
    Prokša, M.
    Powiązania:
    https://bibliotekanauki.pl/articles/106342.pdf
    Data publikacji:
    2015
    Wydawca:
    Towarzystwo Chemii i Inżynierii Ekologicznej
    Tematy:
    project-based learning
    Q methodology
    student’s opinion
    uczenie się oparte na projekcie
    Q-metodologia
    opinie studentów
    Opis:
    The contribution describes the circumstances of the implementation of a chemistry project with the main theme “Chemical show - Harry Potter”. Project-based learning belongs between the complex teaching methods, where the desired effect can be influenced by many factors, eg student’s attitude, student’s overall opinion and feelings about the method. The motivation of the researchers was to understand and evaluate the factors present in the realised project. The analysed factors and behavioural schemes can provide a good starting point for the teachers at planning their projects. With the aim to understand the students’ reaction the researchers used Q-methodology to identify the different behavioural groups of participating students based on their real opinion. In the presented research the researchers analyse the response of totally 26 students. As a result totally 6 behavioural examples are presented that teachers can meet during implementation of project based learning. The presented categorization collaborates with other formerly publicised types of student’s behaviour, eg students of “pleasant surprises” and “disappointing surprises”. However, other additional types of behavioural types emerged eg students orienting and concentrating on the theoretical knowledge, students with very strong need for leading and students with the need of several assessment systems. The presented results can provide a wider view for the teachers in preparing and forecasting the flow of their projects and can help them to prepare the project.
    Opisano realizację projektu z chemii, którego głównym tematem były „Chemiczne pokazy - Harry Potter”. Uczenie się oparte na projekcie należy do skomplikowanych metod nauczania, gdzie na pożądany efekt może mieć wpływ wiele czynników, np. postawy studentów, ogólna opinia studentów i odczucia dotyczące metody. Celem badaczy było zrozumienie i ocena czynników występujących w realizowanym projekcie. Analizowane czynniki i schematy zachowań mogą stanowić dobry punkt wyjścia dla nauczycieli w planowaniu projektów. W celu zrozumienia reakcji studentów badacze wykorzystali Q-metodologię identyfikacji różnych grup behawioralnych uczestników na podstawie ich prawdziwych opinii. W prezentowanych badaniach naukowcy analizują odpowiedzi 26 studentów. W rezultacie zaobserwowano 6 przykładów zachowań, z którymi nauczyciele mogą spotkać się w trakcie realizacji nauczania opartego na projekcie. Przedstawiona klasyfikacja jest zgodna z innymi, wcześniej opisanymi rodzajami zachowań studentów, np. postawy „przyjemnych niespodzianek” i „rozczarowujących niespodzianek”. Jednak pojawiły się inne, dodatkowe rodzaje typów zachowań, np. studenci zorientowani i koncentrujący się na wiedzy teoretycznej, studenci z bardzo silną potrzebą przywództwa i studenci potrzebujący kilku systemów oceny. Przedstawione wyniki mogą zapewnić nauczycielom szerszy pogląd na przygotowywanie i przewidywanie przebiegu planowanych projektów.
    Źródło:
    Chemistry-Didactics-Ecology-Metrology; 2015, 20, 1-2; 39-48
    2084-4506
    Pojawia się w:
    Chemistry-Didactics-Ecology-Metrology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Understanding Expectations of Different User Groups of a Sophisticated Fall Detection System
    Autorzy:
    Koloszar, K.
    Powiązania:
    https://bibliotekanauki.pl/articles/90223.pdf
    Data publikacji:
    2014
    Wydawca:
    Centralny Instytut Ochrony Pracy
    Tematy:
    bathroom safety
    elderly users
    fall detection
    trust and confidence
    Q methodology
    bezpieczeństwo
    osoby starsze
    Opis:
    The evaluation in technical invention is important because it tests functionality of the intervention and it forms an overall point of view of a user. This study aims to introduce an approach for collecting user expectations with Q methodology in Safe Private Home for Elderly Persons (CARE), which is a new development in ambient assisted living. CARE is a sophisticated fall detection system used in elderly homes to monitor elderly people and the staff. Expectations of elderly people and the staff were collected with Q sorting. Requirements of examined groups were explored successfully on the basis of the sorting and the differences in their opinions were appointed.
    Źródło:
    International Journal of Occupational Safety and Ergonomics; 2014, 20, 2; 227-238
    1080-3548
    Pojawia się w:
    International Journal of Occupational Safety and Ergonomics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Potential sources of foreign language learning boredom: A Q methodology study
    Autorzy:
    Kruk, Mariusz
    Pawlak, Mirosław
    Elahi Shirvan, Majid
    Taherian, Tahereh
    Yazdanmehr, Elham
    Powiązania:
    https://bibliotekanauki.pl/articles/2051509.pdf
    Data publikacji:
    2022-03-21
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language learning boredom (FLLB)
    Q methodology
    teacher-induced boredom
    student-induced boredom
    activity-induced boredom
    Opis:
    The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 1; 37-58
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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