Research in Educational Policy and Management (E-Journal)
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Sample Size for Interview in Qualitative Research in Social Sciences: A Guide to Novice Researchers
Full text linkThis review aimed to answer the question of how many interviews are enough for one qualitative research? The question ‘how many interviews are enough for one qualitative research is persistently controversial among qualitative researchers in social science. For this frequently occurring question especially among novice practitioners, the majority of scholars are opted to say no universally guiding rule to decide on a required number of sample for qualitative research rather ‘it depends’. But, this also raises another insight among researchers urging them to look for different things, i.e., on what circumstance would be making a decision about the required number of respondents depend? Though we lack one guideline dictating researchers how to decide on the number of sample size, the majority of researchers agree on one reasonable answer this is ‘it depends’. Indeed, in our work, we endeavor to identify, on what it depends? We also attempted to figure out or indicate the commonly referred range of sample size in qualitative research. Generally when we sum up our review work, the decision on “How many” is depended on several factors among which the following are some; the focus of the research, the type of research question, available resource and time, institutional committee requirements, the judgments of epistemic community in which a researcher is located, the nature of the selected group, the domain of inquiry, the experience of the researcher with qualitative research, and so on. Specific to number 20-60 is the most frequently observed range of sample size in qualitative research which of course is determined by the aforementioned factors.  
Thug Life as Framework for Stages of Consciousness: Examining How Black Male MOB Youth Navigate Processes of Alienation
Full text linkThis study examines the impact that My Other Brother (MOB) has on K-12 Black male youth in the MOB community organization within Oakland Unified School District (OUSD. In critically examining the narratives of 10 low-income K-12 Black male students in MOB: This study utilizes Tupac Shakur’s construct of Thug Life as a theoretical and analytical lens in assessing how Black males in the MOB program navigate processes of alienation. Navigating processes of alienation was placed in context with four critical stages in alignment with Thug Life: These stages emphasized, 1) MOB students’ recognition of racism/inequality on an individual level; 2) a recognition of structural level inequality of which they are members of a community of oppressed; 3) a recognition of pride and solidarity in communal struggle; and 4) a political praxis to resist structural racism/dehumanization through education as a function of Black male success. The 4th stage of Thug Life, - MOB youth’s political praxis to resist structural dehumanization, is most important given that this stage of Thug Life is a stage of justice. Justice is grounded in addressing real world issues that youth in this study experience, such as poverty. How can we re-imagine education policy and practice to support Black male youth in receiving access to tangible financial opportunities as part of their education experience while being intentional about understanding that Black solidarity and community is key to this process? Education leaders and Policy makers must support those that are already grounded in community that can do the necessary work to achieve Black male success outcomes as defined by students.
 
Locating Themselves: Black Womxn’s Geographies of Professional Socialization
Full text linkThis paper presents findings from a larger study that explored the relationship among Black graduate womxn’s (BGW) geospatial and social locations in their academic organizations, their professional socialization processes, and their abilities to access their desired career pipelines upon program completion. More specifically, it is concerned with manners in which Black womxn (co-)construct geographies for their professional growth that (a) retain Black womxnhood at their centers – and in doing so, (b) challenge academia’s dominant discourses about students’ socialization processes and outcomes. The study took place in a highly ranked college of education (“the College”), at a highly regarded predominately-white public research institution in the American Midwest (“Midwest”). I conducted the study using a bricolage approach. Black Critical Race Theory, postcolonialism, and ideas about everyday resistance informed the paper’s methodology. The findings illustrate a theorizing of Black womxn’s created geographies as sites of resistance, and their liberatory imaginations, against anti-Black and colonial violence in the education academy. They also offer implications for how academia must evolve its understandings, structures, locations, and practices of graduate studies to be more responsive to the evolving needs of a diversifying population of learners and professionals
Leveraging Local Knowledge to Envision Educational Policy and Management Outside the Plunder of Neoliberal Technorationality
Full text linkUsing the supply chain bottleneck of the post-COVID-19 pandemic as a lens, the editors of this special issue demonstrate problematic aspects of neoliberal technorationality when applied to educational policy and management. They offer humanism as a counterweight to the problematics of neoliberalism in education and illustrate how local knowledge in spaces of learning are always present, provide visions of different futures and offer potential for transformation outside seemingly totalizing neoliberal discourses. 
The Exploring Factors that Teachers View as Hindering Quality in Teaching and Learning at a TVET College
Full text linkThe overarching purpose of this study was to explore teacher views on some issues that hinder quality in teaching and learning at a TVET college. This is explored by considering challenges that face teachers in providing quality teaching and learning. A total of twenty-four lecturers participated in the study. The study adopts a mixed methods approach and enacts Karl Maton` Legitimation Code Theory (LCT) as its analytical framework. Data were collected by means of interviews, questionnaires, and document analysis. While a symbiotic relationship is expected to exist between expertise and decision-making structure in the technical and vocational education and training (TVET), there is a dichotomous gap in the two domains, which in turn compromises the quality of teaching and learning.
 
Revisioning Educational Leadership Through Love and the Ancillary: A Critical Self-Study
Full text linkEngaging in a bricolage of critical self-study allowed one school administrator to better understand his roles, responsibilities, and formation of identity within the context of a school system while envisioning the divergent possibilities of a yet-to-be-known future through the lens of love. The primary intention of this paper is to discuss alternative possibilities for educational leadership considered through an ancillary vision of walking alongside enacted through pedagogies of love. Pedagogies of love can be understood as more than the embodiment of romantic notions of the word. Pedagogies of love enact relationality: blending care, commitment, knowledge, responsibility, respect, and trust. Ever-evolving and situational, these pedagogies are understood as tentative. During the critical self-study process, personal affective experiences were reflexively interrogated to draw out and unpack themes regarding one lived teaching life. Personal positionings, over time, emerged as a crucial part of studying one’s self as a means to explicate previously misunderstood privileges. The criticality of this self-study can be found in the ways that the relationships between power, authority, knowledge production, and contextual social relations are illuminated and mediated
Looking Toward the Field: A Systematic Review to Inform Current and Future School Takeover Policy
Full text linkThe purpose of this study was to examine the presence of race in the research discourse surrounding school takeover. This study utilized a framework of color evasiveness to better understand this policy phenomenon. Through a systematic review of 32 peer referred articles four themes emerged: race and racism, political (dis)empowerment, market-based reforms, and takeover effectiveness. Ultimately, while race was present in the literature to varying degrees a nuanced view of how race plays a role in school takeover was on average lackin
Exploring Factors that Serve as Predictors for Mathematics and Sciences Pre-Service Teachers to Use ICT in Teaching
Full text linkWhile the importance of incorporating technology in teaching and learning is acknowledged by several scholars, there are still serious challenges in using technology to enhance the teaching and learning of science and mathematics. In this quantitative study, the technological, pedagogical content knowledge (TPACK) framework was used to analyse factors that serve as predictors for pre-service mathematics and science teachers to use technology effectively in their teaching. The sample for this study consisted of 416 final year Bachelor of Education students from two South African universities. The sample included 243 (54%) females and 175 (42%) males. Questionnaires were used to collect data. The results of the study show that the content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were the significant predictors for pre-service teachers to incorporate technology in their mathematics and science classrooms
Reports and Effects of German Experts on Physical Education and Sports in the Early Republican Era in Turkey
Full text linkAfter the proclamation of the Republic, major reforms took place in almost every field in the transition from the Ottoman Empire to the Republic of Turkey, that is, from a 600-year-old empire to a nation-state. This great transformation in the institutional structure and mentality put education at the focal point of the reforms. In order to change and increase the quality of education and training activities, many experts came to Turkey, conducted investigations and interviews, and prepared reports containing their recommendations. The main reference points for the founders of the republic were ‘health’, ‘youth’, ‘secularism’ and ‘equality between men and women’. ‘Physical education and sports’ were given importance on the way to reach the goal in these matters. The invited experts presented their works on physical education and sports. Within the scope of this study, the reports prepared by the German sports experts on physical education and sports were investigated, and all the reports reached were examined. In the analyzed reports, findings on physical education and sports were determined and solution suggestions were analyzed
Through the Eyes of Novice Teachers: Experiences with Professional Cultures Within and Outside of Neoliberal “No-Excuses” Charter Schools
Full text linkAs neoliberal education reforms spread globally, including the development of school choice pathways that create different types of schools, a reexamination of teacher professionalism may be in order. Current literature about teacher experiences with neoliberal reforms often focuses on negative aspects of organizational professionalism and managerialism, describing shifts in professionalism as stifling teacher autonomy and diminishing satisfaction through increased accountability, standardization, and supervision. However, studies often only examine single school sites and the views and experiences of veteran teachers. This study considers two novice teachers' experiences as they transition between schools, one with more traditional professional cultures and the other within the hyper-neoliberal professional contexts of 'no-excuses’ charter schools, contrasting how they interpreted aspects of professionalism, development, and satisfaction in different environments. Compared to more traditionally professional school environments, novices’ experiences with managerial approaches to teacher professionalism served to accelerate their development while having drawbacks in terms of workload and turnover. The collaboration and collegiality, bounded autonomy, and shared accountability to mutual goals at these “no-excuses” charter schools seemed to create occupational professional subcultures where novice teachers feel simultaneously challenged and supported. The paper discusses implications for reexamining neoliberal approaches to teacher professionalism, mobility, and school organization.