Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis

Autor/inn/en	Yoon, Ee-Seul; Lubienski, Christopher
Titel	Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis
Quelle	In: Educational Researcher, 47 (2018) 1, S.53-61 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X17737284
Schlagwörter	Geographic Location; Geographic Concepts; Policy Analysis; Mixed Methods Research; Geographic Information Systems; Critical Thinking; Educational Research; School Choice; Geography; Research Methodology + Suchen Sie Ihr Suchwort? Politikfeldanalyse; Kritisches Denken; Bildungsforschung; Pädagogische Forschung; Choice of school; Schulwahl; Geografie; Research method; Forschungsmethode
Abstract	This paper suggests that synergies can be produced by using geospatial analyses as a bridge between traditional qualitative-quantitative distinctions in education research. While mapping tools have been effective for informing education policy studies, especially in terms of educational access and choice, they have also been underutilized and underdeveloped. This paper focuses on the potential benefits of expanding geospatial analysis, which has traditionally been heavily quantitative in its orientation, by incorporating qualitative research, including the accounts of lived experiences and perceptions that guide and shape institutional and individual behaviors and decisions. To that end, the paper proposes an agenda for mixed-methods research by drawing on new advances in the fields of human and critical geography. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01