Applying Q methodology to teacher evaluation research

Published on Jun 1, 2020in Studies in Educational Evaluation
· DOI :10.1016/J.STUEDUC.2020.100844
Janelle E. Rodl3
Estimated H-index: 3
(SFSU: San Francisco State University),
Rebecca A. Cruz5
Estimated H-index: 5
(University of California, Berkeley),
Gregory A. Knollman2
Estimated H-index: 2
(TU: Towson University)
Abstract This article examines Q methodology as an empirical approach for use in teacher evaluation research, specifically research examining evaluative measures as applied to teachers of students with disabilities. Q is a qualiquantalogical method that requires participants to order or scale items relative to each other in characterizing a person or behavior. Participant viewpoints are intercorrelated and factor analyzed to determine common viewpoints regarding the salience of items representing a particular domain. This article provides an overview of Q methodology and includes a description of a study that used Q to determine common viewpoints of the salient features of special education teachers’ instructional practices. Implications for using Q in teacher evaluation research broadly and special education teacher evaluation specifically are discussed.
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