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Pasteur's Quadrant as the Bridge Linking Rigor With Relevance
Abstract
A tension exists between educational practitioners and researchers, which is often attributed to
their dichotomous and oftentimes polarizing professional ideologies or Discourse communities.
When determining what works in education, researchers tend to emphasize evidence-based
practices supported by research that is rigorous and internally valid, whereas practitioners tend to
value practice-based evidence that is relevant and externally valid. We argue that these separate
mindsets stem from the classical view of research as being either rigorous or relevant. In his
canonical Pasteur’s Quadrant, Stokes (1997) proposed that rigor and relevance are
complementary notions that, when merged, further the production, translation, and
implementation of instructional practices that are both rigorous (i.e., evidence-based) and
relevant (i.e., practice-based). We propose educational design research and communities of
practice as frameworks through which to realize the promise of Pasteur’s quadrant.
... For example, Kennedy (2016) found that prescriptive models of teacher PD had the least effect on teacher practice, whereas PD models that emphasized collaboration, reflection, and teacher insights had the greatest effects on teacher practice. These findings may be partly because prescriptive approaches dismiss the practicebased evidence (Smith et al., 2013) possessed by teachers about their unique populations. The space in which evidence-based practice and practice-based evidence overlap may be exactly where collaboration, active learning, and reflection are useful in educator PD. ...
... The purpose of the present study was to pilot this version, aimed at increasing supportive beliefs, knowledge, and use of I-PBIS in school-based personnel working with students with VI and MD. Project CoRP sought to integrate evidence-based practices into I-PBIS with participants' practice-based evidence (Smith et al., 2013) by incorporating collaboration, active learning, and reflection into teacher PD in behavior management. Our research questions were, is Project CoRP associated with increases in participants' (1) supportive beliefs regarding I-PBIS, (2) knowledge of I-PBIS strategies, and (3) use of I-PBIS strategies? ...
Students with visual impairments (VI) and multiple disabilities (MD) often exhibit challenging behavior, yet school staff’s use of evidence-based practices in behavior management is reportedly low. In this article, we share the results of a collaborative professional development (PD) aimed at increasing school staff buy-in and use of individualized positive behavior interventions and supports (I-PBIS) with students with VI and MD. Ten staff, including teachers, paraeducators, and related services, working in a self-contained school for students with VI participated in four weekly, collaborative small group modules on research-based I-PBIS strategies. The Covid-19 pandemic occurred mid-study, which affected implementation of the program and collection of outcome data; however, pre- to post-PD participants’ supportive beliefs regarding I-PBIS increased significantly. Participant-reported knowledge and use of I-PBIS also increased but did not reach significance. In addition, participants found the PD highly acceptable and useful in their work with students with VI and MD who engage in challenging behavior. Implications for increasing school staff support for and use of I-PBIS with students with VI and MD are discussed.
... In other professions such as healthcare (Leeman & Sandelowski, 2012) and psychology (Holmqvist et al., 2015), researchers and practitioners have long recognized the importance of "practice-based evidence" in increasing relevance of research, in which clinical-based "know-how" is systematically identified, analyzed, and systematized (Ammerman et al., 2014). This allows researchers to examine the effectiveness of practices in various real-life settings and explore how practitioners use and adapt practices in different contexts, thereby informing research (Smith et al., 2013). Given the explosion of interest in and practice of LXD by practitioners in the labor market, it is imperative that LDT researchers and practitioners understand the competencies and expectations of those individuals serving as LXD professionals in the evolving labor market. ...
The purpose of this study was to explore the competencies of those professionals working in the nascent area of Learning Experience Design (LXD). Following systematic procedures and inspiration from our conceptual framework of LXD that emphasizes knowledge, skill, and ability statements (KSA), we collected and coded N = 388 unique LXD job announcements over a four-month period. Using LXD job announcements as the unit of analysis, this research used a concurrent mixed-methods approach first to qualitatively code LXD job announcements on the presence or absence of a range KSA statements and then used Exploratory Factor Analysis (EFA) for dichotomously scored data to discern the core competencies required among LXD professionals. Our processes resulted in a total of 69 knowledge statements, 38 skills statements, and 72 ability statements. Our findings unveil core competencies across the KSA domains such as knowledge of multimedia production technologies and software, emerging technology design and development skills, and the ability to apply human-centered design to create learning products and experiences. We discuss our findings in relation to the more established domain of instructional design (ID) and present potentially unique facets of LXD in this regard. Limitations and delimitations are provided along with closing remarks.
... novém typu pedagogické ho vý zkumu, jenž propojuje požadavky obou typů vý zkumu (Smith et al., 2013, s. 158). Pasteurův kvadrant lze vidět i jako východisko z propasti mezi teorií a praxí či jako východisko řešení požadavku zavádění "evidence-based practice" 6 (Tierney & Holley, 2008;Smith et al., 2013). I Mareš (2009, s. 234-235) upozornil na potřebu pojmenování nového typu vý zkumu, který by obecně zvýšil užitečnost pedagogického výzkumu -a Pasteurův kvadrant by v tomto ohledu mohl posloužit. ...
... al., 2005, p. 138). This said, perhaps we need to view EBPs as "efficacious practices shown to work under ideal conditions" (Smith, Schmidt, Edelen-Smith & Cook, 2013) and support teachers to translate them into "effective practices that work in typical conditions", (Smith et al., 2013, pg. 147) whilst at all times being alert to teacher tacit knowledge that may have developed around ineffective practices and customs (Nutley et al., 2003). ...
The importance of educational practices based on evidence is well-supported in the literature, however barriers to their implementation in classrooms still exist. This paper examines the phenomenon of evidence-based practice in education highlighting enablers and barriers to their implementation with particular reference to RTLB practice.
Researchers often develop teaching-learning solutions to improve the quality of instruction. Some of these solutions are developed in the paradigm of design-based research (DBR). The output of DBR projects goes beyond design products for practice and includes contributions to local theories about teaching-learning in specific subject areas and contexts as well as knowledge about how to design and implement these processes. Design knowledge and contributions to local theories are intended to construct a cumulative, content-specific body of knowledge about teaching and learning that is transferable to related subject areas or contexts. To make this process work, dimensions of DBR need to be systematically reported. However, DBR projects are sometimes criticized for focusing more on practical output than on reports about research output and the form of cooperation with practitioners. To empirically investigate these presumed voids, we examined DBR projects conducted by the German-speaking physics education research community during the past 20 years.
Ziel des Projekts war die Entwicklung eines Konzepts schulischen Lernens von Schüler:innen mit dem sonderpädagogischen Schwerpunkt Emotionale und soziale Entwicklung für die spezifischen Anforderungen des Landkreises Leipzig. Es wurde gemeinsam mit den handelnden Fachkräften ein Konzept entwickelt, das die Anforderungen des Schulnetzplans erfüllt und den Bedürfnissen der einzelnen Akteur:innen gerecht wird.
Verfügbar unter: https://nbn-resolving.org/urn:nbn:de:bsz:15-qucosa2-876576
The acceptability of school‐based interventions has been regularly examined among teachers and parents; however, students are less frequently assessed despite being the recipients of most interventions. Although recent studies have begun exploring how different student characteristics (e.g., gender) and types of acceptability assessments (e.g., dynamic) impact students' ratings, no studies have examined the role of intervention dosage despite early conceptual models highlighting the linkage between intervention acceptability, dosage, adherence, and effectiveness. This study explored 255 third‐grade students' intervention dosage and acceptability ratings within the context of a class‐wide writing intervention administered over 7 weeks. Results indicated that most students received a high number of intervention sessions throughout the study and rated the intervention as moderately acceptable. There was a statistically significant gender difference in students' postintervention acceptability ratings, with female students rating the class‐wide writing intervention higher than male students. In addition, intervention dosage was a statistically significant predictor of students' postintervention acceptability ratings, although gender did not moderate these findings.
Purpose
The purpose of this paper is to synthesise current literature on the conceptualisation of rigour within qualitative studies and to identify factors which contribute to the enhancement of rigour for the practical implementation of qualitative research.
Design/methodology/approach
This paper presents an interpretivist stance in line with a qualitative approach to research. A systematic review method was adopted to provide a structured and rigorous selection of relevant literature. Data was analysed using a thematic synthesis method, as outlined by Thomas and Harden (2008).
Findings
The results of the thematic synthesis identified seven descriptive themes in the literature: conceptualising rigour, conceptualising truth and value in knowledge generation, participant trust and communication of truth, rigour in research design and implementation, subjectivity, reflexivity and researcher identity, reader confidence and transparency and strategies for enhancing rigour. These descriptive themes were further developed into three analytical themes: ethical co-construction, methodological alignment and multi-perspective interpretation.
Originality/value
This paper presents an interdisciplinary exploration of the concept of rigour in qualitative research. The themes identified are applicable across fields and provide an original application of thematic synthesis.
This study explored the concordance between 70 third‐grade students' preintervention and postintervention acceptability ratings of a writing intervention administered over 7 weeks. In addition, the association between students' preintervention and postintervention acceptability ratings and intervention effectiveness was examined. Results indicated statistically significant differences between female and male students’ perceptions of the intervention before implementation. In comparison to their male peers, female students rated the intervention more favorably, and the associations between preintervention and postintervention acceptability ratings were larger for female students. In addition, moderate to large associations were observed between female students writing productivity and their preintervention and postintervention acceptability ratings, whereas small to moderate associations were observed for male students. Implications and future research directions are discussed.
Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students’ needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-para coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice.
In this chapter, I argue that elements of theories developed within the field of the critical and social study of language could develop the theory of communities of practice, by offering a clearer understanding of the role of language within the process of negotiation of meaning. We have already mentioned in the introduction the need for a more fully developed theory of language within the theory of communities of practice. This chapter explores models from critical social linguistics which elaborate notions left unexplained in Wenger's model and offer theoretical and methodological tools for addressing some significant issues which remain unexplored, demonstrating this by reanalysing some of the example material from Wenger's 1998 book. PRACTICE AND MEANING I will begin by exploring the place of language within the theory as it currently stands, particularly the implicit importance of language as a form of meaning making within Wenger's development of the concept of practice. The concept of ‘practice’ is central to his conceptualisation of learning in communities. He defines practice as “doing, but not just doing in and of itself. It is doing in a historical and social context that gives structure and meaning to what we do” (1998:47). This concept of ‘social practice’ offers a way of analysing human activity which brings together the cognitive and the social aspects of human existence.
The concept of "communities of practice" (Lave and Wenger 1991, Wenger 1998) has become influential in education, management, and social sciences in recent years. This volume emphasizes the significance of language, power, and social context in understanding how communities of practice work. Domains of empirical research reported include schools, police stations, adult basic education, higher education and multilingual settings. The relationship between communities of practice and literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk is also evaluated.
