Section archive - Research Methods
Page 29/29 284 items
This paper engages with some of the specific issues that challenge critical practice. The author's argument is related to the Carr and Kemmis debate on 'staying critical'. It is the author's view that emancipatory action research, committed to the practice of social justice, with the intention of bringing about social change, is a necessary component of critical practice. The author claims that emancipatory action research is the glue that binds critical praxis in a unity of theory and action.
Updated: Dec. 31, 2007
Action research that attempts to engage practitioners in self reflexivity and textual analysis is a fertile site for a consideration of how silences are used in research settings to communicate meanings previously ignored because they were unspoken. In order to consider these silences as purposeful strategic moves on the part of research participants, I propose a problematic of silence that allows the silences to breathe and speak.
Updated: Dec. 31, 2007
Action Research and Collaborative Research: Their Specific Contributions to Professional Development
This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. The results show that participants' individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school's mission and mathematics curriculum.
Updated: Dec. 30, 2007
First-Timer's Impressions of Engaging in Action Research: A Case in Ethiopian Preservice Teacher Education
The article examines the insights gained by preservice teachers in Ethiopia, who conducted action research during their studies towards an education degree. The author (and research advisor) interviewed the preservice teachersin order to learn about issues such as the usefulness and challenges of action research, and assisted them with progress reports and reflections regarding their experiences in undertaking the action research tasks. The author concluded that most preservice teachers reported that the research experience has helped them understand the complexities of teaching and the process of the inquiry approach.
Updated: Dec. 17, 2007