Exploring Causal Relationships Qualitatively: An Empirical Illustration of How Causal Relationships Become Visible across Episodes and Contexts

Autor/in	Jensen, Ruth
Titel	Exploring Causal Relationships Qualitatively: An Empirical Illustration of How Causal Relationships Become Visible across Episodes and Contexts
Quelle	In: Journal of Educational Change, 23 (2022) 2, S.179-196 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jensen, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-021-09415-5
Schlagwörter	Causal Models; Qualitative Research; Educational Improvement; Principals; Researchers; Stakeholders; Leadership Training; Instructional Leadership + Suchen Sie Ihr Suchwort? Kausalanalyse; Qualitative Forschung; Teaching improvement; Unterrichtsentwicklung; Principal; Schulleiter; Researcher; Forscher; Führungslehre; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Causal relationships are traditionally examined in quantitative research. However, this article informs the discussion surrounding the potential use of qualitative data to explore causal relationships qualitatively through an empirical illustration of a school leadership development team. As school leadership development is supposed to offer continuing development to practicing school leaders, it brings into question the issue of causal relationships. This study analyzes audio and video recordings from 10 workshops involving a team of principals, municipality leaders, and researchers who met over two years to support the principals in leading a local school improvement program. The process data are organized into episodes and analyzed in three layers of causation an interpretative layer, a contradictory layer, and an agentive layer grounded in cultural-historical activity theory. When tracing a problem statement across episodes and relating the processes to events in a principal practice, causal relationships became visible across the episodes and contexts. The argument, then, is that the results are achieved in the processes. As such, process data can reveal causal relationships that quantitative data cannot. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01