Section archive - Research Methods
Page 5/29 288 items
This study inquires into the author's shifting ‘self’ as a researcher/teacher educator in teacher professional development. The author uses an autoethnographic inquiry, and presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences. This autoethnographic inquiry represents her attempts to make sense of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.
Updated: Mar. 11, 2015
Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons
This article summarizes the different approaches to handling dependence that have been advocated by methodologists. The authors present a case study using effect sizes from a recent meta-analysis of reading interventions, in order to compare the results obtained from different approaches to dealing with dependence. The results show that mean effect sizes and variance estimates were found to be similar.However, estimates of indexes of heterogeneity varied.
Updated: Mar. 04, 2015
This study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.
Updated: Feb. 11, 2015
In this article, the authors examine a rubric used to assess students’ writing in a large-scale testing program. They present empirical evidence for the existence of a potentially widespread threat to the validity of rubric assessments that arose due to design features. The research casts doubt on whether rubrics with structurally aligned categories can validly assess complex skills.
Updated: Feb. 10, 2015
Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research
In this article, the authors illustrate that populations and study samples can change over time. They present data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program. Findings demonstrate a dramatic increase in the performance of control students over time. The results suggest the need for a more nuanced understanding of the counterfactual model and its role in establishing evidence-based practices.
Updated: Feb. 10, 2015
The purpose of this article is to assess the level of argument and content of student teachers’ reflective writings over the course of two semesters. The results showed that the mean argument levels of students’ reflective essays differed between the two consecutive semesters. The results indicated that it is important to encourage students to focus on the content of the justification, dialogue and transformative learning in their reflective essays.
Updated: Jan. 20, 2015
When ‘Research Ethics’ Become ‘Everyday Ethics’: The Intersection of Inquiry and Practice in Practitioner Research
This article explores the ethical dimensions of what Cochran-Smith and Lytle have termed the dialectic of practitioner inquiry. The article argues that the reflexive nature of the theory/practice dynamic means that, in the context of sustained practitioner inquiry, the ethics of research and the ethics of practice both hold the potential to be shaped by and to shape the other. Elsewhere in discussions of the issue of quality in practitioner and other practice-based research, Groundwater-Smith and Mockler have argued that ethical professionalism can and does work as a platform for quality, pushing practitioner inquiry ‘beyond celebration’.
Updated: Nov. 24, 2014
In this study, the authors explore educators’ experiences in a research design that adheres to collaboration with educators; in this case in a year-long formative intervention in the context of teacher education. This analysis revealed three main contrasts, all of which the teacher educators experience as being consequential for their participation in the research. The first reflection related to how the teacher educators perceived their own position. The educators describe this position as one of agency and ownership, coupled with recognition of their expertise. Secondly, the position of the researcher was experienced as one that explicitly involves learning. Lastly, the research was experienced as being integrated.
Updated: Sep. 30, 2014
This article will describe two of the author's personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon her difficult struggles with the two stories of tea, school, and narrative, the author suggests that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion.
Updated: Sep. 17, 2014
Abduction, Deduction and Induction: Can These Concepts Be Used for an Understanding of Methodological Processes in Interpretative Case Studies?
This article presents an extended perspective based on Charles Sanders Peirce’s concepts of abduction, deduction and induction. The author intends to show some of the integral relationships between these concepts which can be relevant for interpretative case studies exemplified by classroom research.
Updated: Aug. 24, 2014