Topic
Q methodology
About: Q methodology is a research topic. Over the lifetime, 23 publications have been published within this topic receiving 542 citations.
Papers
TL;DR: This paper argues the case for the use of Q methodology when studying attitudes and justifies why Q methodology should particularly be selected in the study of attitudes within the health field.
Abstract: Attitudes are often referred to, researched and considered in the discipline of health education and health promotion. This paper highlights Q methodology as an appropriate and relevant means of exploring and studying attitudes within this field. It begins by discussing the difficulties in defining attitude and the problems inherent in attitude measurement. A brief history of Q methodology is given, followed by an explanation of what Q methodology is and the processes involved. This paper argues the case for the use of Q methodology when studying attitudes and justifies why Q methodology should particularly be selected in the study of attitudes within the health field. There are many reasons for this assertion which are explored throughout the paper. The principle one is that Q methodology is a more robust technique, than alternative methods, for the measurement of attitudes and subjective opinion. This paper concludes by proposing that Q methodology is taken up by researchers within health education and health promotion who are concerned with exploring attitudes and subjective opinion.
524 citations
22 Oct 2008
TL;DR: In this paper, the basics of using Q methodology with a classroom application as an example and subsequent comparisons of this example's results to similar studies using qualitative and survey methods are presented.
Abstract: Q methodology was developed by PhD physicist and psychologist William Stevenson 73 years ago as a new way of investigating people’s views of any topic. Yet its application has primarily been in the fields of marketing, psychology, and political science. Still, Q offers an opportunity for the physics education research community to determine the perspectives and consensus within a group, such as a classroom, related to topics of interest such as the nature of science and epistemology. This paper presents the basics of using Q methodology with a classroom application as an example and subsequent comparisons of this example’s results to similar studies using qualitative and survey methods.
24 citations
TL;DR: In this paper, the authors make a case for Q methodology as an effective and so far little exploited means of capturing, comparing and contrasting individual perspectives on a specific question in the field of educational leadership.
Abstract: This article is primarily methodological but has dual aims. First, it makes a case for Q methodology as an effective and so far little exploited means of capturing, comparing and contrasting individual perspectives on a specific question in the field of educational leadership. In common with other research approaches designed to uncover the particular standpoint of the individual, Q methodology is an aid to revealing nuance and challenging the taken‐for‐granted. However, unlike most research approaches concerned with subjectivity, Q involves the collection of numerical data and statistical analysis. The second aim of the article is to provide a sketch of how Q can function in practice, using sample data in relation to leadership in schools in England. The article sets out in brief the origins of Q and the processes involved in developing and conducting research using the methodology. It draws on data from head teachers and business managers to illustrate how the methodology can be used to capture differen...
17 citations
12 citations
TL;DR: The Q-sort methodology presented in this article can easily be replicated by other states to identify CQI priorities at the local and state levels and can be used effectively in states that use a single HV service delivery model or those that implement multiple evidence-based models for Hv service delivery.
Abstract: Objective: The purpose of this article was to describe a methodology to identify continuous quality improvement (CQI) priorities for one state’s Maternal, Infant, and Early Childhood Home Visiting program from among the 40 required constructs associated with 6 program benchmarks. The authors discuss how the methodology provided consensus on system CQI quality measure priorities and describe variation among the 3 service delivery models used within the state. Design: Q-sort methodology was used by home visiting (HV) service delivery providers (home visitors) to prioritize HV quality measures for the overall state HV system as well as their service delivery model. Results: There was general consensus overall and among the service delivery models on CQI quality measure priorities, although some variation was observed. Measures associated with Maternal, Infant, and Early Childhood Home Visiting benchmark 1, Improved Maternal and Newborn Health, and benchmark 3, Improvement in School Readiness and Achievement, were the highest ranked. Conclusions: The Q-sort exercise allowed home visitors an opportunity to examine priorities within their service delivery model as well as for the overall First Teacher HV system. Participants engaged in meaningful discussions regarding how and why they selected specific quality measures and developed a greater awareness and understanding of a systems approach to HV within the state. The Q-sort methodology presented in this article can easily be replicated by other states to identify CQI priorities at the local and state levels and can be used effectively in states that use a single HV service delivery model or those that implement multiple evidence-based models for HV service delivery.
10 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 1 |
| 2017 | 2 |
| 2016 | 2 |
| 2015 | 2 |
| 2013 | 1 |
| 2011 | 1 |