Validity and Quality in Self-Study

By A. Feldman. 2003

274 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/94fb53659dbb883db0de26416f771a984dc70d23

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Citations in the corpus

Validity as intended: ‘bursting forth toward’ bridling in phenomenological research (2009, background): “…has been discussed in general (e.g., Kvale 1995; Lincoln 1995; Miles and Huberman 1984); within specific traditions such as ethnography (e.g., LeCompte and Goetz 1982), self-study (e.g., Feldman 2003), and post-modern, feminist, critical, and post-structural designs (Lather 2001; Scheurich 1993).”
Trading places: from physical education teachers to teacher educators (2012, methodology): “We endeavored to engage with criteria that Feldman (2003) identified as crucial for valid or trustworthy self-study.”
Reframing one's teaching: Discovering our teacher selves through reflection and inquiry (2006, background): “Feldman (2003) contends that ‘‘to improve our teacher education practices we need to change our ways of being teacher educators’’ (p. 27).”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, methodology): “Furthermore, I used the co-authors and teachers in the physical education department as critical friends to ensure that my inquiry was both transparent and well-founded (Feldman, 2003).”
Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development (2016, background): “Nevertheless, the goal of scholarship and the associated expectation of research rigor have been reported as challenging and difficult to maintain if personal practice and experiences are the focus of the research (Bullough and Pinnegar 2001, Feldman 2003, Vanassche and Kelchtermans 2015).”
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, background): “Although discussion regarding the nuanced connotations of what constitutes “high-quality” selfstudy research continues, thematic consensus has emerged in several areas (Bullough & Pinnegar, 2001; Feldman, 2003; Loughran, 2007; Zeichner, 2007; Zeichner & Noffke, 2001).”
Validity and quality in action research (2007, background): “I have argued elsewhere (Feldman, 2003) that I do not believe these constructs are strong enough indicators of the quality of research because they tend to focus on the quality of the report rather than the quality of the research.”
Accumulating Knowledge Across Self-Studies in Teacher Education (2007, background): “1, January/February 2007 39 judgments should be made about the quality of all kinds of practitioner inquiry including selfstudies by teacher educators (e.g., Anderson, Herr, & Nihlen, 1994; Bullough & Pinnegar, 2001; Feldman, 2003; Furlong & Oancea, 2005; Munby & Russell, 1995; Zeichner & Noffke, 20”