ERIC Number: EJ1038682
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 45
The Value of Qualitative Methods in Social Validity Research
Leko, Melinda M.
Remedial and Special Education, v35 n5 p275-286 Sep-Oct 2014
One quality indicator of intervention research is the extent to which the intervention has a high degree of social validity, or practicality. In this study, I drew on Wolf's framework for social validity and used qualitative methods to ascertain five middle schoolteachers' perceptions of the social validity of System 44®--a phonics-based reading intervention for secondary students. Findings derived from teacher interviews and classroom observations conducted during the course of one school year indicate that the ways in which teachers make decisions about social validity are complex and predicated on the interaction of several factors related to an intervention's goals, outcomes, and procedures. By using qualitative methods and applying Wolf's framework to an academic intervention, I expand the social validity construct and delineate its sub-components.
Descriptors: Intervention, Reading Programs, Secondary School Students, Teacher Surveys, Classroom Observation Techniques, Performance Factors, Educational Practices, Fidelity, Special Education, Educational Quality, Academic Achievement, Student Participation, Social Development, Emotional Development, Student Evaluation, Instructional Materials, Teaching Methods, Relevance (Education), Mixed Methods Research, Quasiexperimental Design, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A