Search results for: Research methods
Page 2/3 26 items
Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
The authors examine how a mixed-methods research team designed and conducted a 4-year study that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge.They consider the advantage of synergistic approaches and combination of a greater range of data.
Updated: Jan. 28, 2009
A Preliminary Investigation of Prospective Teachers' Reasoning About Case Studies with Expert Commentary
This article presents the results of a research study that used a mixed design methodology to investigate the effect of expert commentaries on prospective teachers' reasoning about inclusion case studies. Results indicate that prospective teachers are reluctant to accept theoretical and pedagogical information that conflicts with their own previously held conceptions, even when it is presented through case methods.
Updated: Nov. 17, 2008
This article introduces conversations and stories as data which I reproduced in response to the research questions, dreams, memory work and collective biography workshops with my participants. The article rechoreographs the process that enabled storytelling to emerge as a method of inquiry and a mode of representing the research.
Updated: Oct. 22, 2008
A personality profile (Myers-Briggs) was run against 58 teachers in the state of Florida. Descriptive data includes frequency and percentage of response for each Type Indicator and for each combination of Type Indicators. Additionally, the significant results (p<.01) occurring for the combined ENFP type contradicts the typical ISFJ type as reported in other research characteristic of other American elementary educators.
Updated: Jun. 24, 2008
The article explores the roots of narrative research in education and the focuses on 'story constellation', a narrative inquiry that uncovers teacher's knowledge of school reform. The story' is a three-dimensional inquiry space, and sketches how the place, human-agency, and the living of school reform played out differently in differing school areas.
Updated: Jun. 19, 2008
Signature Pedagogies in Doctoral Education: Are They Adaptable for the Preparation of Education Researchers?
The article describes two practices that are signature pedagogies of doctoral education: one in neuroscience (the journal club) and one in English studies (the list). The two practices, in addition to teaching students disciplinary norms and identities, serve as windows to their cultures and home disciplines. The author recommends educational doctoral programs consider the values of the two practices.
Updated: Mar. 23, 2008
Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research
The article explores the use of the methods of portraiture and critical race theory (CRT) to evaluate success and failure in urban classrooms. Used in combination, the author believes that the methods evoke the personal, professional and political features of race, gender and class in education research and create possibilities for reform.
Updated: Mar. 23, 2008
The article describes an experiment in which two researchers engaged in developing poetic forms of representing qualitative empirical research switch their individually produced empirical material and work simultaneously on each other's products. The intention is to investigate what we, as researchers, are adding to and extracting from the empirical material in poetical processing. It may be that the condensed, poetic texts can be seen as primarily representing the relation between the researcher and the persons she met in 'empirical time'.
Updated: Mar. 02, 2008
What is it that images can do that cannot be done by words alone? This article illustrates and discusses how visual expressions act as helpers of dialogue - anchors of meaning. The main argument is that the inclusion of pictorial material is a useful way to develop poststructuralist thinking technologies to further expand our understandings of the complexities of communication in individual as well as collective sense-making.
Updated: Mar. 02, 2008
The article describes a report by a science teacher and her mentor, in which a learning cycle model was developed to bridge research and practice in universities and public schools. The model provides teachers with the opportunity to conduct research in scientific laboratories, and then design teacher driven research projects for their students. Students perform science research via their teachers' lessons, and scientists and educators create new questions centered on teaching and learning in authentic scientific environments.
Updated: Feb. 19, 2008