Analysis Of Multiple Perspectives Research Articles

Recruiting parents and children into a research project: a qualitative exploration of families' decision‐making processes

While approaches to the analysis of multiple perspectives have been explored, the earlier stage of arranging fieldwork with multiple family members has received relatively little reflection within the literature. Drawing on data from a qualitative study exploring family communication about sex and sexuality, this paper examines parents' and children's accounts of how their families became involved in the research. A key finding notes how dynamics of parent–child communication about sex were played out through families' interactions concerning research participation. Particular focus is paid to the ways in which information about the study was mediated between parents and children and also individuals' differential agendas for participation. Evidence of the persuasive practices of some parents to engage their families in research underlines the importance of accessing all potential participants directly. The paper concludes by highlighting the importance of sensitisation to interactions between family members themselves when engaging families in research.

A multiple-perspective analysis of learning in the presence of technology

This paper presents an inquiry into students' conceptual development of a graphics calculator function for direction. The focus is primarily on one student. Her understanding is seen to be constituted and evidenced by her actions, including writing, frequent conversations with a peer, occasional contributions to class discussion and sustained use of her graphics calculator. The analysis is in terms of reflective thinking and reflexive enculturation, operational and structural understanding, and situated abstraction. Tracking the dynamics of students' learning over one month led us to explore a range of issues associated with technology-based learning and to the conclusion that, in accordance with the literature, a key aspect of long-term mathematical advancement, with or without the presence of technology, is reflection on prior activities.

An Organizational Analysis of Multiple Perspectives of Effective Teaching: Implications for Teacher Evaluation.

This study explores conceptions of effective teaching held across various roles within the school organization and discusses the implications of these for teacher-evaluation policy. Using concepts from the organizational theory literature to guide the investigation--technology; and task conceptions--a qualitative design was used to generate and analyze study data. The roles examined include that of teacher, principal, and board member. Data suggest that the constellation of descriptors across these roles varies in terms of complexity and focus. Since the presence of these competing conceptions creates the potential for organizational conflict, it is argued that the successful evaluation system will not only be characterized by that which is technically feasible, but that which is politically viable.

A Multiple Perspectives Analysis of a Japanese FLES Program

ABSTRACT This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicated the development of a range of proficiency along the novice continuum. Data from prochievement interviews, teacher, and independent observer ratings indicated that an earlier start may result in more uniform gains for the majority of learners. In addition, a strong positive correlation was found between children's awareness of parental encouragement for language study and their Japanese attainment. All parents sampled cited specific examples of what their children had learned and a majority expressed strong positive feelings about the class. Within this positive context, we noted nonetheless an indication by the teacher of perceived program marginalization within the larger framework of the school's offerings. This and other factors associated with program implementation and the children's attainment are topics for continuing investigation and documentation.

Multiple perspectives analysis for integrating technology into a business: A knowledge systems case study

The increasing rate of technological change has pushed the management of technology to the forefront of today's leading organizations. This paper examines an increasingly important aspect of technology management: the integration of a selected technology into the organization. In this paper, I describe the issues of technology integration, give a brief synopsis of the multiple perspective research methodology, summarize a technology integration case study in the domain of knowledge systems (expert systems), present and describe the technology integration model, and state observations and lessons learned from my research.

Integrating perspectives in environmental management

Environmental perception plays a major role in environmental decision-making. Three distinct perspective types can be identified—personal, technical, and organizational—which determine the response to environment management problems. Integrating perspectives using multiple perspective analysis can be of use in environmental management. Using this technique, two environmental management problems have been analyzed and differing perspectives have been integrated. This integration resembles the task of conceptualizing a three-dimensional object from a series of one-dimensional descriptions and two-dimensional drawings.

A multiple perspective analysis of schizophrenics' symptoms and community functioning.

The present investigation examined the extent of agreement among schizophrenic clients, hospital clinicians, and independent evaluators' views of the client's symptoms and community functioning status using the Symptom Checklist-90, the Denver Community Mental Health Questionnaire, and the Personal Adjustment and Role Skills Inventory. The results suggest there is significant agreement among viewpoints and that this finding is generalizable across community assessment instruments. The average shared variance among the three perspectives across the three instruments was .68. The estimates of shared variance between the SCL-90, the DCMHQ, and the PARS ranged from .54 to .85, indicating these outcome instruments measure a common phenomenon or share significant method variance. The previously assumed necessity of multiple perspective assessment as the only valid approach is challenged.