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Yes, but Does it Mean Anything? The Policy Community’s Lukewarm Reaction to Results from Three Qualitative Studies and What Might Be Done to Change the Response

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Abstract:

In paper two, the author reflects on three longitudinal, multi-site collaborative studies in which she has participated over a 10-year period. Each study collected qualitative data about one of the following topics: student engagement in learning and school life, educators’ conceptions of students considered “at-risk,” and educators’ conceptions of social justice. In each case, the study’s funder and the researcher and her colleagues hoped that the in-depth understanding acquired through their multi-site, well-triangulated study would lead to policy changes related to either the re-allocation of resources or the adoption of pedagogical strategies that promote a more inclusive and socially just education for all students.
Despite extensive data collection and analysis efforts, and careful attempts to link the analyzed data to related policy issues, the author and her fellow researchers were told by a senior policymakers that “numbers speak louder than words.” This paper, therefore, will use these studies as a starting point for considering whether (and if so, how) the data might have been reconfigured to give greater weight to the findings and recommendations. Among other things, the author will ask what would have been lost and what might have been gained if the studies’ qualitative data had been translated into numbers.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378393_index.html
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MLA Citation:

Shields, Carolyn. "Yes, but Does it Mean Anything? The Policy Community’s Lukewarm Reaction to Results from Three Qualitative Studies and What Might Be Done to Change the Response" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378393_index.html>

APA Citation:

Shields, C. M. "Yes, but Does it Mean Anything? The Policy Community’s Lukewarm Reaction to Results from Three Qualitative Studies and What Might Be Done to Change the Response" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378393_index.html

Publication Type: Symposium Paper
Abstract: In paper two, the author reflects on three longitudinal, multi-site collaborative studies in which she has participated over a 10-year period. Each study collected qualitative data about one of the following topics: student engagement in learning and school life, educators’ conceptions of students considered “at-risk,” and educators’ conceptions of social justice. In each case, the study’s funder and the researcher and her colleagues hoped that the in-depth understanding acquired through their multi-site, well-triangulated study would lead to policy changes related to either the re-allocation of resources or the adoption of pedagogical strategies that promote a more inclusive and socially just education for all students.
Despite extensive data collection and analysis efforts, and careful attempts to link the analyzed data to related policy issues, the author and her fellow researchers were told by a senior policymakers that “numbers speak louder than words.” This paper, therefore, will use these studies as a starting point for considering whether (and if so, how) the data might have been reconfigured to give greater weight to the findings and recommendations. Among other things, the author will ask what would have been lost and what might have been gained if the studies’ qualitative data had been translated into numbers.


Similar Titles:
Community-Level Policy Change and Natural Resource Use: How Definitions of Community Promote Change


 
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