Writing and Publishing Qualitative Studies in Early Childhood Education

Saracho, Olivia N.

doi:10.1007/s10643-016-0794-x

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…Semi-structured interviews were determined to be the most appropriate method for data collection to explore teachers' experiences, beliefs or motivation, and gain a detailed insight into their practice (Kumar 2014;McKenney and Reeves 2012;Saracho 2017). Interview questions were determined from the literature review, which indicated the variety of ways in which both pedagogy and individual skills were referred to, highlighting a difference in the use of language.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Using the pedagogy of thinking skills in Christian studies lessons in primary school years 4–6: the teacher’s perspective

Huth

2021

j. relig. educ.

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The inclusion of thinking skills in Religious Education as an intentional pedagogical emphasis encourages depth of understanding as students explore theological concepts in the curriculum. The aim of this research was to investigate the ways in which teachers of Years 4-6 incorporate a pedagogy of thinking skills into Christian Studies lessons, and explore their perceptions of the intended and unintended outcomes. Therefore, the literature review focused on research into the nature of thinking skills and their application in the classroom. Using a constructivist paradigm, the investigation involved interviewing four teachers in Australian Lutheran schools about their understanding of the skills involved in thinking, which in turn, provided insights on their practice. Responses to questions were analysed in terms of language specific to pedagogy of thinking skills [skills and strategies]. The findings suggest that teachers found benefits from the intentional inclusion of a pedagogy of thinking skills in Religious Education lessons as a way of building empathy and developing a deeper understanding of the curriculum. Whole school practices and professional development supported the inclusion of these initiatives across key learning areas. The findings in this paper provide an opportunity for collegial discussion and reflection on current teaching practice with the recommendation of intentional use of a pedagogy of thinking skills in Religious Education in a Lutheran setting, with possible application in other contexts.

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Section: Data Collection and Analysismentioning

confidence: 99%

Using the pedagogy of thinking skills in Christian studies lessons in primary school years 4–6: the teacher’s perspective

Huth

2021

j. relig. educ.

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“…The last decade has witnessed a growing trend in the employment of systematic reviews to enhance evidence-based policy development and advocacy (Lohr, 2004; Snilstveit et al, 2012). The impetus for ‘evidence’ is widely recognised by researchers in a range of fields including education and the early years to explore solutions to improve the quality of childcare and education of young children (Cutspec, 2004; Pawson, 2002; Pring and Thomas, 2004; Saracho, 2016). Systematic reviews in early childhood research has been associated with the ‘gold standard’ randomised controlled trial (RCT) methodology in the thorough way it enables data to be scrutinised and compared (Penn, 2015).…”

Section: Systematic Reviews For ‘Evidence-based’ Early Childhood Advomentioning

confidence: 99%

“…While recognising its limitations, the review process can also be a useful tool for analysing and evaluating studies. This is particularly relevant in a field such as early childhood that is largely dominated by qualitative and descriptive research, where researchers increasingly adopt qualitative datasets to advance theory, policy and practice (Saracho, 2016). The article examines what is understood by the term ‘systematic review’ and its relevance for how evidence is evaluated and applied.…”

Section: Introductionmentioning

confidence: 99%

Methodological reflections on the use of systematic reviews in early childhood research

Ang¹

2018

Journal of Early Childhood Research

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This article sets out to look critically at the use of systematic reviews in the cross-disciplinary field of early childhood and international development. Systematic reviews-a specialist methodology involving the secondary analysis of existing knowledge on a particular topic-is prevalently used to address complex questions in social and health-related policy and is an established tradition in the life and health sciences. In education and the social sciences, there is burgeoning interest in systematic methodological approaches, although its usage remains comparatively lagging compared to the medical field. Drawing on an interdisciplinary systematic review of empirical research on early childhood development and peacebuilding in the Asia Pacific region, this article reflects on the use of the methodology and its potential to inform new conceptual and methodological developments. The article argues that our knowledge of children and the early years can be significantly advanced by furthering debates on systematic reviews particularly in crossdisciplinary fields and its application, as well as relevance for how evidence is evaluated and applied. This is especially pertinent in a sector driven by increasing calls for more reliable and timely information to influence practice and policy decision-making.

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Building Inclusive, Multicultural Early Years Classrooms: Strategies for a Culturally Responsive Ethic of Care

Kurian

2023

Early Childhood Educ J

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Writing and Publishing Qualitative Studies in Early Childhood Education

Cited by 5 publications

References 25 publications

Using the pedagogy of thinking skills in Christian studies lessons in primary school years 4–6: the teacher’s perspective

Using the pedagogy of thinking skills in Christian studies lessons in primary school years 4–6: the teacher’s perspective

Methodological reflections on the use of systematic reviews in early childhood research

Building Inclusive, Multicultural Early Years Classrooms: Strategies for a Culturally Responsive Ethic of Care

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