Section archive - Research Methods
Page 7/29 284 items
The author suggests that educators of preservice teachers begin to employ insights gained from the Gardner’s Five Minds for the Future. In order to show relationships between early childhood play and Gardner’s theory, the author crafted the framework. This framework takes into account both artistic and scientific aspects of the mind. The article describes each mind as interpreted from Gardner, and explores the implications for the instruction of preservice teachers. The author concludes that recognizing the importance of play, as captured within Gardner’s Five Minds for the Future, allows us to acknowledge that play is a meaningful and necessary feature in the contexts of school, and ultimately in the lives of the nation’s school children.
Updated: Oct. 21, 2013
This article examines how a community action research approach supported the implementation of an educational support programme for children, parents and local educators. The aim was the creation of a learning community that acknowledged, valued and used the expertise and experience of all involved. Five years of working together on action research projects has increased the educational capital in the community and has developed a sense of ownership and responsibility for the educational welfare of children from all involved.
Updated: Sep. 16, 2013
Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning
The authors are a group of English-as-a-foreign-language teachers at a secondary school in Argentina. The authors decided in 2011 to investigate their teaching practices through collaborative action research so as to improve their students’ learning opportunities and thus revitalise English-language teaching in their context. This report particularly focuses on the evaluation facets of their collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.
Updated: Aug. 27, 2013
In this article, the authors review the basic features of Design-based research (DBR). The authors describe the trends toward increasing its use, and highlight and analyze the most cited articles that focus on DBR in education. The authors conclude that DBR is being utilized increasingly in educational contexts and especially those in the United States. It seems to be especially attractive for use in K–12 contexts and with technological interventions. The increasing number of studies reported suggests that researchers and graduate students are finding ways to meet the time demands of multiple iteration studies.
Updated: Aug. 26, 2013
Is Action Research a Contradiction in Terms? Do Communities of Practice Mean the End of Educational Research as We Know It? Some Remarks Based on One Recent Example of Religious Education Research
The author considers the claim that the nature and merits of both action research and communities of practice are contested. The author describes three strands of argument. Firstly, action research is not necessarily a contradiction in terms. Secondly, communities of practice are not necessarily the end of educational research as a discipline in its own right. Thirdly, however, Hammersley’s critique raises important issues about professional knowledge development, inviting interaction between propositional and workplace knowledge.
Updated: Jul. 17, 2013
This article focuses on the exploration of and an explanation of student researchers’ affect and activity in an action research project. The authors argue that the researcher group as a whole constructs a wave process and at the same time each individual researcher in the group creates a wave process that may be similar or different to that of the group. These processes shape each other, through phases of engagement and disengagement in the researcher cycle, and make the research experience richer.
Updated: May. 29, 2013
This case study shows how narratives and activity theory were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice.
Updated: May. 27, 2013
This article is a reflexive account of the use of critical social theory within the author's practice as an action researcher. The author discusses how a selective deployment of key constructs from the work of Jurgen Habermas has supported my work as a second-order action researcher. The author demonstrates how these constructs can help deal with the practical and theoretical tensions faced when supporting groups of action researchers. The author focuses on one of the key issues faced by any external agent trying to work within such groups: how to avoid imposing their own agendas and interpretations.
Updated: Apr. 28, 2013
This article describes a critical and creative reflective inquiry (CCRI) structure and processes, as well as participant evaluations. CCRI has a three-phased structure: descriptive, reflective, critical/emancipatory. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights.
Updated: Apr. 28, 2013
Enriching Action Research with the Narrative Approach and Activity Theory: Analyzing the Consequences of an Intervention in a Public Sector Hospital in Finland
The current study aims at contributing to the development of theory and methodology in the field of organizational intervention research. An empirical case is presented of a public-sector hospital unit that was in crisis and took part in an organizational change process based on action research. The long-term consequences of the project are traced and analyzed by conducting ethnographic field research, including narrative inquiry.
Updated: Apr. 28, 2013