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dc.contributor.authorWatts, DM-
dc.contributor.authorDa Silva Lopes, B.-
dc.contributor.authorPedrosa de Jesus, MH-
dc.identifier.citationTheory and Method in Higher Education Research, 2: pp. 1 - 22 , (2016)en_US
dc.description.abstractThis chapter enters an old debate on the shape of validation processes in qualitative research. We discuss a reflective research validation framework related to teaching approaches and practices. The majority of investigations in this area draw mainly on indirect observation, semistructured interviews or the application of questionnaires and inventories. To this extent, only “half-the-story” has been reported. The validation framework here develops a five-part three stage structure, conceptualized as an “iterative-interactive-process,” integrating a set of strategies aimed at the “minimization of invalidity.” The application of the framework is illustrated through a longitudinal study investigating the relationship between classroom questioning practices and teachers’ preferential teaching approaches. Fieldwork in this naturalistic-interpretative research was conducted during four academic years and entailed close collaboration with a group of four university teachers lecturing biology to undergraduates.en_US
dc.description.sponsorshipThe authors acknowledge the financial support of Portuguese Fundac¸a˜o para a Cieˆncia e a Tecnologia (SFRH/BD/44611/2008; PTDC/CPE-CED/ 117516/2010).en_US
dc.format.extent1 - 22 (22)-
dc.titleThe old questions are the best: striving against invalidity in qualitative researchen_US
dc.typeBook chapteren_US
dc.relation.isPartOfTheory and Method in Higher Education Research-
Appears in Collections:Dept of Education Research Papers

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