Section archive - Research Methods
Page 6/29 289 items
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
The authors argue that a popular explanation for the inequality in the access to the nation’s most selective colleges is that low-income students undermatch by attending less selective colleges when their credentials predict admission to more highly selective colleges. They identify three problematic assumptions in research on undermatching.
Updated: Aug. 07, 2014
This article argues that physical scientists are attempting to advance knowledge in the so-called hard sciences, whereas education researchers are laboring to increase knowledge and understanding in an “extremely hard” but softer domain. The author suggests that given the highly contextualized nature of educational processes, embedded in shifting complex social settings, and the relevance of all variables, very little education research is able to pursue predictive power.
Updated: Jul. 23, 2014
In this article, the author argues that there is a considerable degree of similarity between research in the hard sciences and education and that this provides a useful lens for thinking about what constitutes “rigorous” and “scientific” education research. He suggests that the fundamental property of hard science research is its predictive power, a property that can equally be applied to large- and small-scale and quantitative and qualitative research in education.
Updated: Jul. 23, 2014
In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Updated: Apr. 29, 2014
The current study is a comparison of PhD and EdD dissertations from 1997 to 2010 in the content area of special education on the variables of research design, statistics, target populations, significance of results as well as the age and exceptionality category of participants. No differences were found in the percentage of dissertations in special education for type of degree by gender and type of research by degree type.
Updated: Mar. 19, 2014
In this article, the author questions the micro–macro separation in discourse analysis, the separation of personal and institutional discourses. The author explores the connections between macro-level power inequities and micro-level interactional positionings, thereby establishing critical narrative analysis (CNA). She examines the focus of critical discourse analysis (CDA) on institutional discourses and problematize the definition of power discourses by looking closely at the intertextual recycling of institutional discourses in everyday narratives and at the adoption of everyday narratives in institutional discourses. Ultimately, the article proposes that CNA unites CDA and narrative analysis in a mutually beneficial partnership that addresses both theoretical and methodological dilemmas in discourse analysis.
Updated: Feb. 18, 2014
The authors describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. They ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants’ efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?
Updated: Jan. 20, 2014
Every effort of synthesizing research is inevitably premised on certain epistemological assumptions. The literature on research synthesis methods is dominated by publications premised on positivist assumptions. Contesting the hegemony of positivist research syntheses, this article makes a case for research syntheses that are informed by diverse epistemological orientations. The article illuminates how research syntheses with distinct epistemological orientations can serve complementary, equally worthwhile, purposes.
Updated: Jan. 20, 2014
The Construction of Researcher–Researched Relationships in School Ethnography: Doing Research, Participating in the Field and Reflecting on Ethical Dilemmas
This article draws upon the author's experience while conducting an ethnographic study in an international school in mainland China. The author reflected on two issues: what field relations were established in what ways, and what threads to ethics and research validity the author encountered in the course of the fieldwork.
Updated: Jan. 19, 2014