Section archive - Research Methods
Page 8/29 284 items
The authors reconsider five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied.
Updated: Apr. 28, 2013
The author asks What do we consider ‘useful’ as research on education – as researchers? This is asking for a self-evaluation by educational research(ers).
Updated: Apr. 25, 2013
The paper addresses the widespread claim to make educational research more relevant for practitioners, policy makers, potential users and stakeholders, and proposes a problematisation of the notion of ‘useful knowledge’.
Updated: Apr. 25, 2013
This article brings together two sources previously cut off from one another, the narrative inquiry research method and the digital storytelling approach, to inform how the live research projects became represented. This meta-level ‘inquiry into inquiry’ traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned.
Updated: Mar. 24, 2013
This paper reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students’ perceptions, about their classroom environments. This case study helped the authors to gauge the extent to which action research based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom learning environments.
Updated: Mar. 24, 2013
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
This study explored the role of teacher education programs on the career paths of 38 Noyce scholarship recipients by using grounded theory. The 38 Noyce scholars completed teacher education programs across the United States. The study resulted in a model of the pathway to retention in high-need settings based on the scholars’ perceptions as reported in the interviews. The use of an inductive grounded theory approach indicated that teacher education played a role on the scholars’ career paths.
Updated: Mar. 19, 2013
Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications
The current literature review looks at the way in which the researcher–practitioner relationship is described in research publications.
Updated: Feb. 27, 2013
The Effects of Student Demographics and School Resources on California School Performance Gain: A Fixed Effects Panel Model
The primary objective of this study is to investigate how APIs change with student demographics and school resources within individual schools. While California places great responsibility on individual schools for student growth, little policy consideration is given to the likely effects of demographic and resource changes on school performance within the school. Moreover, this study’s confirmation of the positive impact of teachers’ advanced degree and full teaching credential on performance gains suggests that teacher qualifications may hold the key to improving student achievement.
Updated: Feb. 26, 2013
This article describes a multi-layered series of reflection processes which were developed by the authors, a lecturer and a school teacher, worked together in a collaborative action research project. The authors conclude that they have identified that key characteristics were collaboration discussions, stimulation from action research literature and the crucial role of the practitioner in developing knowledge.
Updated: Dec. 25, 2012
Fifteen Years of Action Research as Professional Development: Seeking More Collaborative, Useful and Democratic Systems for Teachers
This article presents the experience of a group of teachers who have developed action research (AR) dynamics for 15 years aimed at their professional development and teaching practice improvement. The focus is first on the importance of AR, collaborative dynamics and theory and practice relationships for in‐service teacher training.
Updated: Nov. 26, 2012