Katrin Niglas

How the Novice Researcher Can Make Sense of Mixed Methods Designs

Abstract The use of mixed methods designs has gained immense popularity in recent years, but as common to the fields in their first phase of fast development, the terminology and the concepts proposed to define and frame mixed methods research are growing increasingly more varied and technical at the same time. This tendency brings with it some hidden problems which novice researchers have to face in their pursuit from the stage of neophyte to the expert in methodological issues. This article demonstrates that pouring over the logic of more traditional research strategies (survey, experiment, case study, ethnography, action research, etc.) and deconstructing research designs into methodological aspects can facilitate the comprehension of the essential issues in the methodological construct of empirical research and thereby help novice researchers to cope better with the plurality of mixed methods designs proposed in the methodological literature.

Manufacturing strategies and choices in cultural contexts

Although any firm operates in a local environment, which includes specific economic, social and cultural contexts, there is still a lack of studies connecting culture and values with operations strategies and practices. This paper attempts to explore a look at how cultural dimensions are connected with manufacturing strategies and choices. The current article is based on data from the International Manufacturing Strategy Survey (IMSS) project and the GLOBE study. Advanced mass production is more common to countries with high assertiveness, power distance and uncertainty avoidance. The model of manufacturing strategies and choices in cultural context is developed based on empirical results of the study.

Empirical Evaluation of a Mathematical Model of Ethnolinguistic Vitality: The Case of Võro

The paper presents the results of an empirical evaluation of a mathematical model of ethnolinguistic vitality. The model adds several new factors to the set used in previous models of ethnolinguistic vitality and operationalises it in a manner that would make it easier to compare the vitality of different groups. According to the model, the ethnolinguistic vitality (V) depends on the perceived cultural weight of ones own community (M1) in relation to the weight of a relevant other community (M2); perceived intergroup distance between the communities (r) and the extent of utilitarianism (U) in the community under investigation. The overall ethnolinguistic vitality can be expressed by a formula V=U(M1−M2)/r: In this paper, the model is applied for evaluating the vitality of the Võro language, a minority language closely related to Estonian. The results are in concord with the results of previous studies about the language maintenance and shift in Võro.

The views of kindergarten staff on educational objectives in post‐socialist society

Over the past decade great changes have occurred in the Estonian system of education, including changes in the content and organisation of early childhood education. The aim of the present study is to find out about the views of staff of early childhood institutions on educational objectives, some aspects of the educational process and the role of family in childrearing. We used a questionnaire involving 342 participants, including 95 heads of kindergartens and 247 teachers. The results indicate that a holistic approach to personality and taking into account a child’s individual characteristics are considered the most important educational objectives by the kindergarten staff. They also emphasise the necessity of creating a playful and pleasant atmosphere in kindergartens. At the same time, the study has revealed that the kindergarten staff attach importance to the child‐centred approach in the kindergarten whereas cooperation with families is not considered equally important. Kindergarten staff are not ready to take parents as equal partners and share responsibility with them. The results of the study are compared with the educational objectives of a socialist society.

Estonian and Russian Parental Attitudes to Childrearing and Play

The main aim of the current study was to find out the parental attitudes towards childrearing in Estonia and Russia in new social‐historical conditions. A total of 600 mothers (Estonian, non‐Estonian and Russian mothers) responded to the questionnaire. We assumed that there would be no differences between these three groups of mothers. However, the results showed that Estonian mothers apply less control than the mothers from the other groups do. The results indicated that the higher the mothers’ education was, the less controlling and child instructing they were. The results can be explained by the changes in the society that turn young parents’ educational principles to be flexible and child‐centred.

Language Attitudes of Estonian Secondary School Students.

The results of a survey of language attitudes of Estonian secondary school students, ages 15 to 18, are presented, and the implications for the practice of language maintenance are discussed. The survey revealed that Estonian is valued as a token of identity but not much as a commodity in the sense of linguistic economy. It is argued that globalisation has changed the immediate communication domain from a national state level to a transnational level. Because of this global change, the traditional understanding of ethnolinguistic vitality may no longer be entirely adequate—the importance of subjective vitality factors gain importance over objective vitality factors. This means that in the near future, ideological issues concerning group identity become the key that determines which communities retain their language and which are to lose it.

Managerial Values and Employee Commitment in a Cultural Context

The current article is based on data from two phases of the Global Leadership and Organizational Behaviour (Globe) cross-cultural study. The research questions that this paper attempts to explore look at how cultural dimensions predict values held by top managers and how managerial values in their turn influence subordinates’ commitment. Our research indicates that the way managers consider economic indicators, corporate social responsibility (CSR) and fairness issues, could be predicted by cultural dimensions. Of all cultural dimensions studied, future orientation and humane orientation proved to be the best predictors for managerial values. On the other hand, the degree to which top managers value the welfare of the local community and nation, ethics and the economic effectiveness of their company, influences positively their employees’ motivation and organizational commitment. Results point to the universality of certain values and the need for top management to communicate them effectively in today’s global environment.

Perceptions of Estonian pre‐school teachers about the child‐centred activities in different pedagogical approaches

The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child‐centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child‐centred approach more in their work than teachers in traditional groups. Assessments of the Step by Step teachers concerning the use of teaching strategies and creating a learning environment were statistically significantly higher than the results of traditional kindergarten teachers. Teachers in the Step by Step programme involved parents in children’s group activities more; they also supported children’s independence and choices. The findings of the study have educational implications on teacher training, implementation of the curriculum, and supporting teachers’ professional development. RÉSUMÉ: L’objectif de la recherche était de comparer la façon dont les enseignants de jardins d’enfants ‘Step by Step’ (‘Pas à Pas’) et les enseignants de jardins d’enfants traditionnels évaluent leurs activités centrées sur l’enfant. 308 enseignants ont participé à l’étude par questionnaire. Les résultats montrent que les enseignants ‘Step by Step’ utilisent davantage que les autres enseignants une approche centrée sur l’enfant. Les évaluations des enseignants ‘Step by Step’ concernant l’usage de stratégies d’enseignement et la création d’un environnement d’apprentissage sont, de façon significative, statistiquement plus élevées que celles des autres enseignants. Ils incluent davantage les parents dans les activités de la classe et encouragent aussi les enfants dans leur autonomie et leurs choix. Les résultats de l’étude ont des implications éducatives sur la formation des enseignants, sur l’application du curriculum ainsi que sur le soutien du développement professionnel des enseignants. ZUSAMMENFASSUNG: Im Rahmen der vorliegenden Untersuchung wurde analysiert, wie die LehrerInnen und ErzieherInnen des Kindergartens ‘Hea algus’ (‘Guter Anfang’) und der traditionellen Kindergärten ihre auf Kinder fokussierte Arbeit einschätzen. An einer schriftlichen Umfrage haben insgesamt 308 Personen teilgenommen. Es hat sich herausgestellt, dass die LehrerInnen des Kindergartens ‘Hea Algus’ kindbezogener arbeiten als die LehrerInnen der traditionellen Kindergärten. Die Statistiken belegen, dass die LehrerInnen des ‘Hea Algus’ sich mehr um verschiedene Lehrstrategien, um die Schaffung des passenden Lernmilieus und um aktive Mitarbeit der Eltern bemüht haben. Zudem haben sie die Selbstständigkeit der Kinder höher wertgeschätzt und ihnen mehr Freiheit bei Entscheidungen gelassen. An Hand dieser Untersuchung kann man behaupten, dass der Ausbildung der LehrerInnen und ErzieherInnen und der Umsetzung der Lehrpläne etwas mehr Aufmerksamkeit gewidmet werden muss; des Weiteren soll die professionelle Entwicklung der LehrerInnen und ErzieherInnen unterstützt werden. RESUMEN: El objetivo del presente estudio fue abordar la manera en que tanto profesores bajo el programa Un Buen Comienzo (Step by Step) como aquellos docentes de jardines de infancia convencionales, evalúan las actividades centradas en los niños. Para ello se realizó un cuestionario en el que participaron 308 profesores. Los resultados del estudio evidenciaron que aquellos profesionales bajo el programa Un Buen Comienzo usaban más a menudo actividades centradas en los niños, que profesores tradicionales. Asimismo los profesores del programa Un buen comienzo muestran resultados estadísticos más significativos que los profesores tradicionales, en lo que se refiere a la creación de estrategias educativas y de ambientes de aprendizaje, además de hacer en mayor medida hincapié en la participación de padres en tareas grupales, y en el apoyo de la libertad de movimiento y elección de los niños. Los resultados del estudio tienen implicación para la formación de profesores, la implementación de planes de estudios como también para el desarrollo profesional de los trabajadores de la enseñanza.

Implementing a Design Research Approach and Facilitating Networking in the Process of Educational Change

Abstract Since the 1990s, educational systems in many European countries have been under reform and the pursuit of positive change has become central to educational discourse. In this article, the authors present a reflective meta-analysis with a focus on the role of cooperation and networking in the process of educational change. This analysis demonstrates how the research of these important aspects within the current project was facilitated by using a particular methodological approach – design research. The authors’ experience demonstrates that this approach provides a reliable framework for systematic and evidence-based planning of educational change. Networking facilitates the building of trust and enables access to local information, thereby helping to create a common understanding of the aims and content of the reform. The main challenges the authors faced were managing the networking, sharing the responsibility and overcoming some partners’ lack of experience and preparedness for participating in research and policy development.