The five authors of this study, all professors at various universities in the United States, collaborated to provide insight into the important contribution qualitative studies have made in the field of special education. They summarize how three studies have provided significant information that can be used to inform policy and practice in special education.
The first study concerns a family from the Dominican Republic with an adolescent with Down Syndrome. The parents and siblings showed great support for the boy and the authors contend that this kind of support can be translated into providing a valuable model for teachers and peers.
The second study gave detailed information about how two individual teachers whose style were quite different from each other had their students responding well to their different teaching methods. The authors concluded that there were nine effective practices observed in the classrooms that readers could not only understand but also could incorporate into their own teaching practices.
The third qualitative study was the instructional practices of a twenty-seven-year veteran first-grade teacher who provided a climate of learning where "children engaged productively in reading, writing and problem-solving".
These examples the authors believe "that qualitative research is a systematic approach to understanding qualities, or the essential nature, of a phenomenon withing a particular context" and it encompasses various kinds of study. Figure 1 of the paper outlines the sixteen different types of qualitative research and their descriptions the authors have listed. They say that in order to do qualitative work well "we must have experience related to our research focus, be well read, knowledgeable, analytical, reflective and introspective".
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In their research into early and current research in the field the author found that "qualitative studies lead to an understanding of individuals with disabilities, their families and those who work with them". Personal narratives and life histories are often produced by people with disabilities and can give voice to those who have been historically silenced or marginalized.
Figure 2 contains twelve specific credibility measures for providing authentic results in qualitative research. Figur 3 presents quality indicators within qualitative research.
The authors conclude, "We believe our our own qualitative studies as well as those of our special education colleagues should be validated as providing necessary evidence for practice and development".
As I read the paper I was struck by the feeling that the authors were pushing for validation of the qualitative research model especially in special education learning. Such learning embraces a wide field and other areas of research may not produce as empathetic results as those that the authors have sited. One might discern from some of the evidence that good teaching practice is at the heart of all learning, regardless of disabilities, bilingual education or first-grade literacy instruction. Perhaps the personality and passion, as well as outstanding teaching practice of teachers in specific areas, are some of the contributing factors in this qualitative research paper. Do these capabilities matter more or less than the instructional methods used? How much does it matter?
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Hi Jennette,
ReplyDeleteYou pose some interesting questions about how much 'good' teaching practices affect the instructional methods. While I agree that an effective teacher is able to create a closer interpersonal relationships with students and families, I have noticed over my (short) career in education and childcare that not all educators agree on what makes an effective teacher or what constitutes "outstanding teaching practice." I strongly believe that flexibility is key in teaching as the teacher should respond to the needs and the group dynamic in a classroom, but after reading the article a few weeks ago about Wenying, the Mandarin teacher in New Zealand, I realized that culture and pedagogical beliefs affect what an educator views as sound instructional practice.
I appreciate the value of qualitative research, however, as it seems to connect more to what I find most natural in my own observations and studies.
Jennette - the blogging superstar!
ReplyDeleteThe article you read sounds very interesting - I was especially caught by the statement that qualitative research gives voices to those that have previously been marginalised, those with disabilities and their families. I think the inclusion of their families as part of the research is especially key here, and those who work with them.
I am torn by your question about whether instructional method or the teacher is the personality and passion of the teacher that makes the most difference to learning. When I look back on my own experiences as a learner, I remember those teachers who I believe were passionate about their subject (I hope that my students look back on their experiences in my classroom like that). But, I am also very conscious of my teacher-training programme and how I was taught to teach - the instructional method that I use. Having come to Canada I realise that I was afforded a wonderful teacher training experience with ample time for theory and practice (I was aware at the time, but I am more conscious now I compare it to teacher training in Canada). I don't think I would have been as successful and confident in my first years teaching without this foundation.
Jennette - the blogging superstar!
ReplyDeleteThe article you read sounds very interesting - I was especially caught by the statement that qualitative research gives voices to those that have previously been marginalised, those with disabilities and their families. I think the inclusion of their families as part of the research is especially key here, and those who work with them.
I am torn by your question about whether instructional method or the teacher is the personality and passion of the teacher that makes the most difference to learning. When I look back on my own experiences as a learner, I remember those teachers who I believe were passionate about their subject (I hope that my students look back on their experiences in my classroom like that). But, I am also very conscious of my teacher-training programme and how I was taught to teach - the instructional method that I use. Having come to Canada I realise that I was afforded a wonderful teacher training experience with ample time for theory and practice (I was aware at the time, but I am more conscious now I compare it to teacher training in Canada). I don't think I would have been as successful and confident in my first years teaching without this foundation.