Q Methodology as a Formative Tool for Facilitating Professional Development School Partnership Development
Year: 2020
Type: dissertation
Abstract: ABSTRACT In the mid-1980s, through the work of the Holmes Group (now the Holmes Partnership) and the National Network for Educational Renewal (NNER), the term “Professional Development School” emerged as a part of the nation’s educational discourse (Brindley, Field & Lessen, 2008). The success of these PDS have been widely reported within the literature presented. However, missing from our PDS literature are studies which focus on the formative implementation and progression of the partnerships as seen through the collective perspectives of PDS stakeholders. The purpose of this study was to develop and explore a participatory process for collecting, organizing and examining educator perspectives regarding the aspect most focused on by their professional development school partnerships, at the current PDS implementation stage. In order to answer the question “What are the shared educator perspectives that emerge through the InQuiry [sic] process, regarding the aspect of PDS partnership most focused on, by their professional development school partnerships, at its current stage of implementation?”, this dissertation research brought to the PDS literature a new methodology by utilizing Q methodology in the form of the InQuiry process. From the data examined, a total of 3 significant factors were identified. These factors represented the shared perspectives of the participants who participated in the study. Also, the participants overwhelmingly expressed that participating in the InQuiry process was helpful and useful for the development and implementation of their PDS partnership.
Author: Catherine E Wade
Language: English
Topic: Q Methodology Applications
Subfield: General Social Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3028486170