Oxley, E. orcid.org/0000-0002-5736-9808, Nash, H.M. orcid.org/0000-0002-4357-945X and Weighall, A.R. orcid.org/0000-0002-6736-287X (2024) Consensus building using the Delphi method in educational research: a case study with educational professionals. International Journal of Research & Method in Education. ISSN 1743-727X
Abstract
The study explores the Delphi consensus technique's application in educational research, focusing on identifying barriers and facilitators to educational attainment for children speaking English as an Additional Language (EAL) from the perspective of their teachers. It discusses the methodology's advantages and considerations within an educational context, reflecting on the findings and their implications for future research. Through iterative rounds of surveys among educators, key challenges like linguistic barriers, lack of pedagogical knowledge, and insufficient support were highlighted. The paper advocates for enhanced teacher training and resource allocation to address these barriers effectively. This research contributes to the understanding of consensus-building methods in education and underscores the need for strategic interventions to support EAL students, emphasizing collaborative efforts between researchers and educators to bridge the gap between research and practice in diverse educational settings.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
Keywords: | Consensus building; Delphi; EAL; teachers’ perceptions |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 12 Mar 2024 10:34 |
Last Modified: | 12 Mar 2024 10:34 |
Published Version: | https://www.tandfonline.com/doi/full/10.1080/17437... |
Status: | Published online |
Publisher: | Taylor and Francis |
Identification Number: | 10.1080/1743727x.2024.2317851 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:210170 |