Ocean, Jude, Zara Ersozlu, & Linda Hobbs (2021, September). Using Q methodology to construct a questionnaire to explore the extent to which out-of-field and in field secondary school maths teachers value “military” practices in mathematics education. In Peta J. White, Russell Tytler, Joseph Paul Ferguson, & John Cripps Clark (Eds.), Methodological approaches to STEM education research (Vol. 2, Chap. 8, pp. 151-170). Newcastle upon Tyne, UK: Cambridge Scholars. ISBN: 1-5275-7222-6, ISBN13: 978-1-5275-7222-5. £64.99 cloth. (Partial accessibility: https://books.google.com/books?hl=en&lr=lang_en&id=8StCEAAAQBAJ&oi=fnd&pg=PA151&ots=jf9nHQZWpH&sig=uOKlUhNx5_qURSv89yASqByXC8s#v=onepage&q&f=false)
Abstract: This chapter outlines the methodology used to examine the extent to which out-of-field and in-field secondary school mathematics teachers accept/value/find problematic any of the following “military” practices in mathematics: individual work, rules, speed, silence, surveillance, testing, competition, ranking, and a command-obedience teacher-student relation. This project used Q-methodology, which combines quantitative and qualitative methods to pay particular attention to subjective qualities such as opinions, to describe how to construct a questionnaire. The chapter therefore provides informative advice on how to construct a questionnaire using this particular mixed-methods approach for this purpose.
Jude Ocean <email@example.com>, Zara Ersozlu <firstname.lastname@example.org>, and Linda Hobbs <email@example.com> are in the School of Education, Deakin University, Waurn Ponds, Victoria, Australia.
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