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Limitations (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)

  • The data is not useful for examining change across time-periods, as different individuals may be represented at time 1, time 2, and time 3.

  • Average depth was exaggerated in maps in which teachers used few level one and level two nodes, then branching out into a more tree-like structure. Total depth was generated in response to this problem, though total depth correlates highly with number of nodes.

  • Burnout toward the research process is clearly implicated by the results of the repeated measures ANOVAs, which showed that teachers’ maps in general became larger and more elaborate between times 1 and 2, then declining severely on all structural measures between times 2 and 3. It appears that it is stretching things to ask teachers to generate more than two concept maps in a 1 -year period (and that their initial map may be, in some sense, their most “accurate”).

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Updated 2021-07-02

Contributors are:

Cande Torres
Cande Torres
🏆 1

Who are from:

Macalester College
Macalester College
🏆 1

References

Tags

Psychology

Social Science

Empirical Science

Science

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