Research Methods (278 items)To section archive
The Continuing Search to Find A More Effective and Less Intimidating Way to Teach Research Methods in Higher Education
The purpose of this study is to integrate the potential advantages of an intensive format with student-centred learning and active engagement in research methods education. Specifically, this study examined the implementation of a new, intensive course format at UK business school. This format aimed to increase student participation, and promote independent learning in a less formal and more collegiate environment. The results reveal that the new format produced scores that were at least as good as the traditional format and which were more closely aligned with the students’ average overall course scores. Consequently, students had a clearer idea of the research process and were often enthusiastic and more prepared to take ownership of their project.
Updated: Feb. 11, 2018
This literature review aims to investigate the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education. Specifically, this review looks at how action research is being used in graduate teacher education programs as a content area and as a methodology. The authors conclude that this review has discussed the trends and challenges in teacher education programs with respect to the integration of action research. They have categorized the literature in terms of three themes that have characterized the goals and related structures for action research in graduate programs within teacher education.
Updated: Feb. 11, 2018
This article discusses the research regarding the formation and role of networks, and factors to consider when assessing the impact and outcomes of a network. It also looks at the connections between networks and action research (AR), and moves to a focus on the Evaluative Study of Action Research (ESAR), currently in its first stages, and outlines four levels of networks associated with the study. Finally, this article provides an early formative analysis with regard to the impact and outcomes of the ESAR team as a network to date. The authors conclude that the ESAR network provides evidence of each factor of well-functioning networks. Formative evaluations will continue for how the team network functions, as well as how each of the networks that develop functions as the research is undertaken.
Updated: Sep. 19, 2017
This article investigates the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. It provides a contemporary development of the ethnographic paradigm by offering a new model termed ‘proximal ethnography’ to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. The findings reveal that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Students' acceptance of this instability helped them succeed on their course.
Updated: Sep. 10, 2017