Capturing Sense-Made School Practice. The Activities of the Interviewer

Blossing, Ulf; Roland, Pål; Sølvik, Randi M.

doi:10.1080/00313831.2018.1476404

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…Interviews often tend to focus on the practitioners rather than their practices. Still, that can be overcome by focusing on asking interviewees for specific activities and concrete examples as well as encouraging specificity in answers (Blossing et al, 2019), which we did. We also transcribed word for word and had the coding reviewed by all three authors while including the questions and whole interview sequences in the presentation of data to enhance the dependability of the findings and analyses (Guba & Lincoln, 1982).…”

Section: Methodsmentioning

confidence: 99%

Performance Funding: Exam Results, Stakes, and Washback in Danish Schools

2022

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High-stakes testing is meant to create a positive washback effect on student learning. Performance funding can raise stakes. However, it is not often used, and its washback is uncertain. The purpose of this paper is to examine performance-funding programs based on students’ exam results. We study principals’ perceptions and interpretations of how this influenced stakes and washback effects of the exit exams. For that purpose, we selected four schools based on theoretical sampling criteria. The empirical data comprise semi-structured interviews with management over the 2-year program and documents describing the performance-funding program. The findings indicate that implementing performance funding increases stakes and has washback effects, but that stakes depend partly on the principal’s choices. Although the consequences were unintended, the program and its effects were mostly perceived as positive. The paper shows how unintended consequences call for careful consideration of the pros and cons of accountability systems when high-stakes test-based funding mechanisms are introduced.

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Section: Methodsmentioning

confidence: 99%

Performance Funding: Exam Results, Stakes, and Washback in Danish Schools

2022

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“…That is, each of the fourteen principals participated in three interviews during their final year in the program. Blossing et al (2018) state that individual and focus-group interviews combined can be used to reveal school practice since the two methods can offer different approaches to answer research questions. In the interviewing practice, open-ended questions with follow-up questions and close-ended questions were combined.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Educating school leaders: engaging in diverse orientations to leadership practice

Jerdborg

2020

International Journal of Leadership in Education

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As school leadership has increased in complexity, policy makers, educationalists, and researchers have realized that principalship requires preparation. However, several researchers have called for a better understanding of how school leadership education affects the learning and activities of principals. This empirical study explores how novice principals in Sweden understand and engage in principal training and investigates their formation of identity in the interaction between school leader education and professional practice. Observations, individual interviews, and focus group interviews revealed three learner identities and a corresponding typology. In addition, this study found that professional identity enables or restricts the way practice is experienced because principals engage in diverse leadership practices. These findings are discussed in relation to former research on learner identities, leadership learning, and novice principals. This study concludes that it is crucial not only to emphasize a program design but also focus on the participants in leadership education, especially their orientations and understandings of education and practice.

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“…For the quan analysis, the team conducted a GMM analysis of teachers’ reports of instructional support for the survey data and descriptive statistics for the observation data (Ertesvåg, 2019). For the qual data, the team used a theory‐driven analysis based on Nicolini’s (2013) definition of practice as a social, bodily, material and sense‐making activity (Blossing et al ., 2019). Sense‐making was understood as the process that shapes the conditions of practical work and shapes teachers’ identities in relation to what being a teacher means and, in this study, what the teacher’s role is in classroom interaction.…”

Section: The Ciesl Studymentioning

confidence: 99%

Integrating data in a complex mixed‐methods classroom interaction study

Ertesvåg

Sammons

Blossing

2020

British Educational Res J

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Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome integration barriers, are discussed. Based on this outline, the study then presents details about the various integration processes adopted in a recent MM study on classroom interaction in Norway. The possibilities and challenges of integration to produce new knowledge and a deeper understanding throughout the research process in classroom studies are illustrated with a specific focus on points of interface. A key issue is whether the new knowledge obtained in an MM study is more than the sum of the individual quantitative and qualitative parts. Using selected questions from the MM alphabet proved a helpful heuristic for guiding the iterative processes of integration and provided richer explanations and an enhanced understanding of the implementation and impact of a complex classroom intervention initiative. The study provides a new methodological contribution to the MM literature by examining the integration processes and challenges faced in a specific study.

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Capturing Sense-Made School Practice. The Activities of the Interviewer

Cited by 8 publications

References 14 publications

Performance Funding: Exam Results, Stakes, and Washback in Danish Schools

Performance Funding: Exam Results, Stakes, and Washback in Danish Schools

Educating school leaders: engaging in diverse orientations to leadership practice

Integrating data in a complex mixed‐methods classroom interaction study

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