Search results for: Research methodology
Page 2/6 58 items
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
Unlearning and Relearning from Medical Education Research: Teacher Education Research in the Pursuit of Teacher Professionalism
This article explores the field of medical education research to understand, from a comparative approach, how members of an established profession use research knowledge to increase expert practitioner skill.
Updated: Jan. 12, 2015
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
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
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
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
Teacher attrition threatens validity in research studies. In this article, the authors examine the threat of participant attrition as an example of the types of problems researchers face. The authors found that teachers left because of changes in teaching assignments, institutional challenges, and personal challenges.
Updated: Sep. 27, 2012
Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science
The purpose of this paper is to identify the challenges and discuss the opportunities of incorporating digital video technology into the research on preservice science teacher education. The authors conclude that the incorporation of digital video technology and coding software packages into research focused on improving the quality of science teacher education provides a number of methodological advantages for researchers and numerous benefits for preservice education faculty and students. However, the use of digital video research methods can pose serious threats to the validity of any investigation. The article also discusses future directions for DVT applications.
Updated: Jan. 16, 2012
In this review, the author focuses on the inclusion criteria for the selection of studies in the National Early Literacy Panel report. The author argues that the interpretation of early literacy is overly narrow and ignores the important role of background knowledge and conceptual development. The author suggests that code-based skills do not sufficiently account for early literacy development. Rather, content-rich settings in which skills are learned through meaningful activity help children acquire the broad array of knowledge, skills, and dispositions that build a foundation for literacy learning.
Updated: Jul. 05, 2011