Criteria for assessing the trustworthiness of naturalistic inquiries

Guba, Egon G.

doi:10.1007/bf02766777

Cited by 2,888 publications

(1,086 citation statements)

References 5 publications

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“…In this qualitative analysis paradigm, support includes not simply the number of times an idea is mentioned nor how many people mentioned it, but also how strongly it was emphasized and how important it seemed to the participants. Rigour in this method relies on credibility and dependability as evidenced by the trustworthiness of the analysis process and presentation of its results, rather than traditional measures of inter-rater reliability (Guba, 1981). The three phases of the data analysis process used in this study are described below; all phases were conducted collaboratively with extensive consultation between the two researchers.…”

Section: Discussionmentioning

confidence: 99%

Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making

2019

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The process of using analytic data to inform instructional decision-making is acknowledged to be complex; however, details of how it occurs in authentic teaching contexts have not been fully unpacked. This study investigated five university instructors’ use of a learning analytics dashboard to inform their teaching. The existing literature was synthesized to create a template for inquiry that guided interviews, and inductive qualitative analysis was used to identify salient emergent themes in how instructors 1) asked questions, 2) interpreted data, 3) took action, and 4) checked impact. Findings showed that instructors did not always come to analytics use with specific questions, but rather with general areas of curiosity. Questions additionally emerged and were refined through interaction with the analytics. Data interpretation involved two distinct activities, often along with affective reactions to data: reading data toidentify noteworthy patterns and explaining their importance in the course using contextual knowledge. Pedagogical responses to the analytics included whole-class scaffolding, targeted scaffolding, and revising course design, as well two new non-action responses: adopting a wait-and-see posture and engaging in deep reflection on pedagogy. Findings were synthesized into a model of instructor analytics use that offers useful categories of activities for future study and support

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Section: Discussionmentioning

confidence: 99%

Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making

2019

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“…Moreover, we made the data available for review, as proposed to reinforce dependability (LODICO; SPAULDING; VOEGTLE, 2006). To ensure confirmability, we implemented a confirmability audit (GUBA 1981;LODICO;SPAULDING;VOEGTLE, 2006) by using an intercoder agreement procedure, which was performed only in the part of the results that refers to the model conceptions (fourth axis), since this was the most interpretative, therefore more susceptible to trustworthiness threats. To this end, the second author independently coded 20% of all papers included in our corpus.…”

Section: Discussionmentioning

confidence: 99%

Model Conceptions in Science Education Research: features and trends

Machado

Fernandes

2021

Ciênc. educ. (Bauru)

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Despite the ubiquity of models in science education, there are several different conceptions about their nature in the scientific community. We sought to investigate understandings about them conveyed in the recent research in science education. To this end, we have reviewed papers published on models and modelling between 2010 and 2019. Our analysis revealed that these different notions on the concept of model could be represented in three main trends: Concrete, Construct and Mathematical. In addition, we found that these studies: are predominantly empirical in nature; involve frameworks arising mainly from science education research itself, but with a considerable influence from Philosophy of Science and cognitive sciences; encompass Physics, Biology and Chemistry domains in relatively similar frequencies, but decreasing in this order. Another outcome of this study was the emergence of different scenarios regarding the journals consulted, revealing the existence of different thought styles in science education research community.

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“…The researcher used a manual coding process where color-coding, groupings, and data analysis were completed over a series of days. Following analysis, peer-checking and debriefing amongst the research team was completed to improve data trustworthiness and rigor, additionally, final survey results were also shared and discussed with the expert panel as an agenda item during a board meeting (Guba, 1981).…”

Section: Methodsmentioning

confidence: 99%

Expanding 4-H Alumni Life Perspectives: An Experiential and Programmatic Evaluation

Powell,

Bennett,

Lamm

2021

JAE

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Involvement with the 4-H program during youth has been empirically shown to have positive effects on participants and to influence their life perspectives and career development. The activities offered within 4-H allow individuals to build relationships with peers and mentors, develop life and leadership skills, and create a positive self-concept. The focus of this study was to identify key touchstones which influenced 4-H alumni life perspectives and inform program development to ensure individuals are exposed to these activities during their 4-H involvement. Although numerous studies have examined the positive outcomes of 4-H programming, limited research exists identifying the context in which these influential experiences occur. This study employed a modified Delphi approach, using an expert panel (n = 31) to identify and generate consensus regarding 4-H experiences, events, and programs deemed influential in expanding alumni life perspectives. Thirty-six items were retained following the Delphi process. Two items received unanimous consensus: 1) interaction with diverse groups, and 2) hearing dynamic speakers and listening to accomplishments they have achieved because of involvement in 4-H. Retained items were analyzed for overarching themes using the constant comparative method (CCM). Five themes emerged following the CCM analysis: 1) professional skills and leadership development, 2) networking and mentorship opportunities, 3) 4-H events, programs, and camps, 4) 4-H projects and educational opportunities, and 5) internal influences. These themes may be combined with Robert's (2006) model of experiential learning to identify the appropriate setting, duration, level, and intended outcomes of 4-H programming.

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Criteria for assessing the trustworthiness of naturalistic inquiries

Cited by 2,888 publications

References 5 publications

Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making

Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making

Model Conceptions in Science Education Research: features and trends

Expanding 4-H Alumni Life Perspectives: An Experiential and Programmatic Evaluation

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