The aim of this study was to provide guidance to improve the completeness and clarity of meta-ethnography reporting.
Evidence-based policy and practice require robust evidence syntheses which can ...further understanding of people's experiences and associated social processes. Meta-ethnography is a rigorous seven-phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta-ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta-ethnography reporting guidance is needed to improve reporting quality.
The eMERGe study used a rigorous mixed-methods design and evidence-based methods to develop the novel reporting guidance and explanatory notes.
The study, conducted from 2015 to 2017, comprised of: (1) a methodological systematic review of guidance for meta-ethnography conduct and reporting; (2) a review and audit of published meta-ethnographies to identify good practice principles; (3) international, multidisciplinary consensus-building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes.
Recommendations and good practice for all seven phases of meta-ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance.
The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta-ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta-ethnography outputs to improve practice, policy, and service user outcomes in health and other fields. This is the first tailored reporting guideline for meta-ethnography. This article is being simultaneously published in the following journals: Journal of Advanced Nursing, Psycho-oncology, Review of Education, and BMC Medical Research Methodology.
Aims
The aim of this study was to provide guidance to improve the completeness and clarity of meta‐ethnography reporting.
Background
Evidence‐based policy and practice require robust evidence ...syntheses which can further understanding of people's experiences and associated social processes. Meta‐ethnography is a rigorous seven‐phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta‐ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta‐ethnography reporting guidance is needed to improve reporting quality.
Design
The eMERGe study used a rigorous mixed‐methods design and evidence‐based methods to develop the novel reporting guidance and explanatory notes.
Methods
The study, conducted from 2015 ‐ 2017, comprised of: (1) a methodological systematic review of guidance for meta‐ethnography conduct and reporting; (2) a review and audit of published meta‐ethnographies to identify good practice principles; (3) international, multidisciplinary consensus‐building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes.
Findings
Recommendations and good practice for all seven phases of meta‐ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance.
Conclusion
The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta‐ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta‐ethnography outputs to improve practice, policy, and service user outcomes in health and other fields. This is the first tailored reporting guideline for meta‐ethnography. This article is being simultaneously published in the following journals: Journal of Advanced Nursing, Psycho‐oncology, Review of Education, and BMC Medical Research Methodology.
目的
本研究的目的是为提高元人种志报告的完整性和清晰度提供指导。
背景
基于证据的政策和实践需要强有力的证据合成,以进一步了解人们的经验和相关的社会过程。
种志是由诺伯特和黑尔开发的一种严谨的七‐相定性证据综合方法。元人种志在健康研究中被广泛使用,但报告质量往往很差,这阻碍了对研究结果的信任和使用。元人种志报告指南是提高报告质量所必需的。
设计
本研究采用了严格的混合方法设计和基于证据的方法来开发新的报告指南和注释。
方法
这项研究从2015年到2017年进行,包括:(1)对元人种志行为和报告指南的方法系统审查;(2)审查和审计已出版的元人种志,以确定良好的实践原则;(3)国际、多学科的共识——建立过程以达成指导内容;(4)创新发展的指导和说明。
研究发现
新确定的所有七个元人种志实施和报告阶段的建议和良好做法提供了19项报告准则,并附有详细的指南。
结论
定制的新兴报告指南,包含了新的方法论的发展和进步,可以帮助研究人员报告元人种志的重要方面。使用指南应提高报告质量。更好的报告可以使对调查结果的信心评估更加可靠,并增加对元人种学输出的使用,以改进卫生和其他领域的实践、政策和服务用户结果。这是第一个为元人种学量身定制的报告指南。本文同时发表于《高级护理杂志》、《精神肿瘤学》、《教育评论》和《英国医学委员会医学研究方法论》等期刊。
Aims
The aim of this study was to provide guidance to improve the completeness and clarity of meta‐ethnography reporting.
Background
Evidence‐based policy and practice require robust evidence ...syntheses which can further understanding of people's experiences and associated social processes. Meta‐ethnography is a rigorous seven‐phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta‐ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta‐ethnography reporting guidance is needed to improve reporting quality.
Design
The eMERGe study used a rigorous mixed‐methods design and evidence‐based methods to develop the novel reporting guidance and explanatory notes.
Methods
The study, conducted from 2015 to 2017, comprised of: (1) a methodological systematic review of guidance for meta‐ethnography conduct and reporting; (2) a review and audit of published meta‐ethnographies to identify good practice principles; (3) international, multidisciplinary consensus‐building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes.
Findings
Recommendations and good practice for all seven phases of meta‐ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance.
Conclusion
The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta‐ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta‐ethnography outputs to improve practice, policy, and service user outcomes in health and other fields. This is the first tailored reporting guideline for meta‐ethnography. This article is being simultaneously published in the following journals: Journal of Advanced Nursing, Psycho‐oncology, Review of Education, and BMC Medical Research Methodology.
We have reified the concept of economy. I review some illustrations of the current use of economy and argue for making the economy our concept. It is too important to leave to economists.
This book is written for the Millennial Generation to educate them about what school desegregation was actually about--the struggle over white domination in the United States.
Late to class Van Galen, Jane A; Noblit, George W; Apple, Michael W
2007, 2012, 20070101
eBook, Book
b>Winner of the 2007 Critics' Choice Award presented by the American Educational Studies Association Late to Class presents theoretical, empirical, and pedagogical perspectives on social class and ...schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. Together, they explore the salience of class in understanding the social, economic, and cultural landscapes within which young people in the United States come to understand the meaning of their formal education in times of changing opportunity.
In this commentary, the author first examines how culture is being used in the articles in this special issue, points to the venerable histories being deployed in these usages, and explores a sense ...of what could be in the sociocultural and cultural analysis of science education for each article. His review of these articles led to a trope, a literacy or rhetorical device to get at something ephemeral, which he deploys at the end of this article. The trope is culture bound in two senses. The first, a perennial issue with the concept, is that culture is taken to be a ‘"thing," a noun. As is the case with nouns, culture-as-a-noun is relatively fixed in a set of terms such as beliefs, values, practices, even contexts. The second, is that ‘"bound" can also signify a destiny or a journey towards something. In this way, culture could be seen as a verb (about actions, occurrences or states), but he is more partial to a gerund metaphor since it denotes a sense of becoming. There are two levels to this sense of becoming. On one level, research in science
education could embrace culture as a process, but to this author research in science education is also bound or destined to take on cultural analysis and/or interpretation. It may be an irony, but culture is one of the tropes of these times as is science education itself. The popular use of the acronym ‘"STEM" to signify something of societal importance is evidence of this. The trope of culture bound, then, may help ground where science education is with culture and where it is going as well.
This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their ...critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization. For the assignments, students were first asked to describe key moments in their educational experience in the form of a multimedia submission and reflection. After a semester of critical discussions and readings, students were then asked to revisit their initial projects and critique those using course concepts. In addition, they were prompted to include plans for themselves as future social justice educators. In this article, we analyze those student submissions, and we find that many reached new conclusions about social justice topics such as race and gender, critiqued personal and social artifacts, and recognized the connections between privilege and meritocracy. Despite the limitations in class size and structure, we affirm the potential value of a multistage autobiography assignment. We also explore instances of student resistance, wherein students avoided the assigned task and our requirement for self-reflection. We conclude by offering implications for teacher education and posit considerations for future adaptions of the assignment, including the necessity to engage students in opportunities to take social action and to move beyond critique.
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