What U.S. K-12 Educators Think About the Sudbury Approach: A Mixed Methods Study
Location
Room 218
Proposal Track
Research Project
Session Format
Presentation
Abstract
The aim of the study is to see the power of both research traditions. This study employs both qualitative and quantitative methods to see the correlation between these two traditions. The study covers both a critique of the United States K-12 education and an evaluation of the current democratic school settings. Specifically, the research included in this study includes a short review of democratic school systems, specifically Sudbury School System and how teachers and administrators perceive the concept of democratic school system. Data is collected first quantitatively, and a second stage of data collection follows in a qualitative research tradition. We believe the mixed methods nature of this study will enhance internal validity of the study. Effects and implications of using both research traditions are presented.
Keywords
K-12 schools, Teacher perspective, Sudbury Approach, Mixed methods research
Recommended Citation
Tarhan, Betul and Ata, Atakan, "What U.S. K-12 Educators Think About the Sudbury Approach: A Mixed Methods Study" (2014). Georgia Educational Research Association Conference. 16.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/16
What U.S. K-12 Educators Think About the Sudbury Approach: A Mixed Methods Study
Room 218
The aim of the study is to see the power of both research traditions. This study employs both qualitative and quantitative methods to see the correlation between these two traditions. The study covers both a critique of the United States K-12 education and an evaluation of the current democratic school settings. Specifically, the research included in this study includes a short review of democratic school systems, specifically Sudbury School System and how teachers and administrators perceive the concept of democratic school system. Data is collected first quantitatively, and a second stage of data collection follows in a qualitative research tradition. We believe the mixed methods nature of this study will enhance internal validity of the study. Effects and implications of using both research traditions are presented.
