Section archive - Research Methods
Page 1/29 283 items
This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement. The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review.
Updated: Oct. 07, 2018
This paper introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). The authors developed a conceptual framework, based on a threefold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. They apply this framework to a case study action research project, Debt on Teesside, working with low-income households in North East England. They aimed to show what kinds of individual, organizational and social changes were generated in this particular case, and what conceptual framework might be useful for organising and understanding co-impact.
Updated: Sep. 06, 2018
This paper explains what clinical research is and why it is necessary. The author argues that the term ‘clinical’ refers to an academic way of solving practical problems. The author wonders whether clinical research contribute to knowledge for the teaching profession. She suggests that the (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. She concludes that clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.
Updated: Aug. 15, 2018
This paper describes the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program. Specifically, this paper investigates the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt classroom cultures and practices. It also examines the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. The authors argue that the action research process fostered a deep engagement with certain ideas. This process allowed the pre-service teachers a space to develop these ideas fully and test nascent theories about teaching and learning. In conclusion, the authors contend that action research would be a powerful programmatic framework allowing multifaceted engagement with significant questions and problems of practice from initial methods courses through student-teaching.
Updated: May. 13, 2018
The purpose of this study is to examine whether using Lesson Study with preservice secondary mathematics teachers might better prepare students to be teachers. The main finding of this action research is that Lesson Study can have a strong influence on the efficacy of preservice mathematics teachers. In addition, it was found that a key factor in establishing the confidence of the preservice teachers was the direct connection from the field-experience school to the methods classroom.
Updated: Mar. 25, 2018
The Continuing Search to Find A More Effective and Less Intimidating Way to Teach Research Methods in Higher Education
The purpose of this study is to integrate the potential advantages of an intensive format with student-centred learning and active engagement in research methods education. Specifically, this study examined the implementation of a new, intensive course format at UK business school. This format aimed to increase student participation, and promote independent learning in a less formal and more collegiate environment. The results reveal that the new format produced scores that were at least as good as the traditional format and which were more closely aligned with the students’ average overall course scores. Consequently, students had a clearer idea of the research process and were often enthusiastic and more prepared to take ownership of their project.
Updated: Feb. 11, 2018
This literature review aims to investigate the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education. Specifically, this review looks at how action research is being used in graduate teacher education programs as a content area and as a methodology. The authors conclude that this review has discussed the trends and challenges in teacher education programs with respect to the integration of action research. They have categorized the literature in terms of three themes that have characterized the goals and related structures for action research in graduate programs within teacher education.
Updated: Feb. 11, 2018
This article discusses the research regarding the formation and role of networks, and factors to consider when assessing the impact and outcomes of a network. It also looks at the connections between networks and action research (AR), and moves to a focus on the Evaluative Study of Action Research (ESAR), currently in its first stages, and outlines four levels of networks associated with the study. Finally, this article provides an early formative analysis with regard to the impact and outcomes of the ESAR team as a network to date. The authors conclude that the ESAR network provides evidence of each factor of well-functioning networks. Formative evaluations will continue for how the team network functions, as well as how each of the networks that develop functions as the research is undertaken.
Updated: Sep. 19, 2017
This article investigates the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. It provides a contemporary development of the ethnographic paradigm by offering a new model termed ‘proximal ethnography’ to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. The findings reveal that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Students' acceptance of this instability helped them succeed on their course.
Updated: Sep. 10, 2017
In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.
Updated: Jul. 24, 2017