zuliana zabidi - Academia.edu (original) (raw)
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CSIC (Consejo Superior de Investigaciones Científicas-Spanish National Research Council)
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Papers by zuliana zabidi
Routledge eBooks, Aug 22, 2022
Quality & Quantity, 2021
Performance assessments that include multiple raters using rating scales to evaluate the quality ... more Performance assessments that include multiple raters using rating scales to evaluate the quality of a performance are frequently seen and reported. However, the establishment of intercoder reliability in analysing content validity of codes applied to data from transcripts in a qualitative study is not widely practiced. This paper presents intercoder reliability using Many Facet Rasch Model (MFRM) in developing, testing, and enhancing the code scheme of a qualitative study. The results suggest that although the raters were in the same field of expertise and were given the same set of code scheme, their independent characteristics were still observable because unlike the standard approach, MFRM allowed for comparability of each expert’s rating operation as opposed to group homogeneity. While all raters agreed to assign 70% of the codings in the category of very good and good, the researchers were still able to determine the raters’ severity or leniency based on the ratings they assigned. Moreover, MFRM’s ability to provide independent piece of information helped the researchers to identify which codings were accepted and which coding needed review on the researchers’ part. The evaluation has increased trust in the quality of codings and this has created a sense of confidence to the researchers in establishing the code scheme for the qualitative study.
Variance on educational leadership conceptualizations exist. The labels used in this field have e... more Variance on educational leadership conceptualizations exist. The labels used in this field have evolved from ‘educational administration’ to ‘educational management’ and, now, to ‘educational leadership’ (Bush, 2011; Gunter, 2004). The language of leadership has joined or rather superseded the concept of management, leading Yukl (2002; p. 4-5) to argue that the ‘definition of leadership is arbitrary and very subjective. Some definitions are more useful than others, but there is no “correct” definition’. Dimmock (1999; p. 442) acknowledges there are competing definitions between administration, leadership and management while also differencing these concepts: Leaders [experience] tensions between competing elements of leadership, management, and administration. Irrespective of how these terms are defined, leaders experience difficulty in deciding the balance between higher order tasks designed to improve staff, student and performance (leadership), routine maintenance of present oper...
Received: 22 July 2020 Since 2015, MARA has introduced the idea of PLC to three of its education ... more Received: 22 July 2020 Since 2015, MARA has introduced the idea of PLC to three of its education sectors (secondary education, higher education and TVET education). Despite best efforts, it is difficult to locate any evidence on the implementation of PLCs in MARA learning institutions via online, particularly due to inadequate dissemination of the results or findings. Hence, drawing on the results and findings of five potentially important unpublished research, this article offers some reflections on the implementation of PLCs across MARA learning institutions. The collective results of these studies suggest that MARA teachers are prepared to commit to PLC actions, but lack of knowledge on PLC could create unnecessary tension between teachers and school leaders and thus hamper the effectiveness of PLCs.
Routledge eBooks, Aug 22, 2022
Quality & Quantity, 2021
Performance assessments that include multiple raters using rating scales to evaluate the quality ... more Performance assessments that include multiple raters using rating scales to evaluate the quality of a performance are frequently seen and reported. However, the establishment of intercoder reliability in analysing content validity of codes applied to data from transcripts in a qualitative study is not widely practiced. This paper presents intercoder reliability using Many Facet Rasch Model (MFRM) in developing, testing, and enhancing the code scheme of a qualitative study. The results suggest that although the raters were in the same field of expertise and were given the same set of code scheme, their independent characteristics were still observable because unlike the standard approach, MFRM allowed for comparability of each expert’s rating operation as opposed to group homogeneity. While all raters agreed to assign 70% of the codings in the category of very good and good, the researchers were still able to determine the raters’ severity or leniency based on the ratings they assigned. Moreover, MFRM’s ability to provide independent piece of information helped the researchers to identify which codings were accepted and which coding needed review on the researchers’ part. The evaluation has increased trust in the quality of codings and this has created a sense of confidence to the researchers in establishing the code scheme for the qualitative study.
Variance on educational leadership conceptualizations exist. The labels used in this field have e... more Variance on educational leadership conceptualizations exist. The labels used in this field have evolved from ‘educational administration’ to ‘educational management’ and, now, to ‘educational leadership’ (Bush, 2011; Gunter, 2004). The language of leadership has joined or rather superseded the concept of management, leading Yukl (2002; p. 4-5) to argue that the ‘definition of leadership is arbitrary and very subjective. Some definitions are more useful than others, but there is no “correct” definition’. Dimmock (1999; p. 442) acknowledges there are competing definitions between administration, leadership and management while also differencing these concepts: Leaders [experience] tensions between competing elements of leadership, management, and administration. Irrespective of how these terms are defined, leaders experience difficulty in deciding the balance between higher order tasks designed to improve staff, student and performance (leadership), routine maintenance of present oper...
Received: 22 July 2020 Since 2015, MARA has introduced the idea of PLC to three of its education ... more Received: 22 July 2020 Since 2015, MARA has introduced the idea of PLC to three of its education sectors (secondary education, higher education and TVET education). Despite best efforts, it is difficult to locate any evidence on the implementation of PLCs in MARA learning institutions via online, particularly due to inadequate dissemination of the results or findings. Hence, drawing on the results and findings of five potentially important unpublished research, this article offers some reflections on the implementation of PLCs across MARA learning institutions. The collective results of these studies suggest that MARA teachers are prepared to commit to PLC actions, but lack of knowledge on PLC could create unnecessary tension between teachers and school leaders and thus hamper the effectiveness of PLCs.