文章基本信息

标题：Why Don’t Teachers Understand Our Questions? Reconceptualizing Teachers’ “Misinterpretation” of Survey Items
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作者：Anne Garrison Wilhelm ; Christine Andrews-Larson
期刊名称：AERA Open
印刷版ISSN：2332-8584
电子版ISSN：2332-8584
出版年度：2016
卷号：2
期号：2
页码：1-13
DOI：10.1177/2332858416643077
摘要：This study examined sources of inconsistency between teachers’ and researchers’ interpretations of survey items. We analyzed cognitive interview data from 12 middle school mathematics teachers to understand their interpretations of survey items focused on one aspect of their practice: the content of their advice-seeking interactions. Through this analysis we found that previously documented conceptualizations of sources of misinterpretation within teacher surveys (e.g., structural complexity, use of reform language) did not adequately account for all of the inconsistencies between the survey items and teachers’ interpretations. We found it useful to reconceptualize the broader source of many of the misinterpretations as an issue of fit between the researchers’ intended interpretation and teachers’ professional practice.
关键词：cognitive interviews; teacher practice; communities of practice; survey research