Section archive - Research Methods
Page 24/30 291 items
Developing and Sustaining Open Communication in Action Research Initiatives: A Response to Kemmis (2006)
This article explores the implications of Stephen Kemmis' call for open communication, with reference to results from one study conducted within New Zealand that investigated teachers' action research work from multiple and culturally diverse perspectives. Data analysis from this study revealed a number of barriers to maintaining critical, public dialogue and collective inquiry.
Updated: Oct. 05, 2008
This study is designed to report the use of action research for the development of early years professional practice by analyzing the pre-project and the post-project video-filmed teaching events. The finding was that action research might support knowledge development in the teacher profession.
Updated: Oct. 05, 2008
This paper explores the concept of empathetic validity, that is, the potential of practitioner research in its processes and outcomes to transform the emotional dispositions of people towards each other, such that greater empathy and regard are created. The paper argues that practitioner research that is high in empathetic validity contributes to positive human relationships and, as such, is an important form of research in an age of increasing violence as well as stress and tension in the workplace.
Updated: Oct. 05, 2008
Lissitz and Samuelsen (2007) have proposed an operational definition of validity to a utility of test use. The author claims that the definitions do not support interpretation of score. The author argues that validation should involve an evaluation of the proposed interpretations and uses of test scores, and Test developers may choose to adopt a narrow operational interpretation of test scores, but if they do so, they should label the test accordingly.
Updated: Sep. 18, 2008
The purpose of this study was to investigate the use of action research by ten preservice teachers in early childhood from a small university in the West. Their goal was to assess the impact of their teaching on student learning with children birth to 8 years of age. The preservice teachers studied the effects of specific learning strategies or activities, first upon the development and learning of the young children they taught, and then upon the results from the assessments in order to guide further instruction.
Updated: Sep. 04, 2008
When I started a PhD on the representation of blind men, I believed that what was required was the production of something that proclaimed my knowledge and my expertise - to get the reader to see what I mean. This essay explores the fragmentary and blurry fragments and with blurred edges to investigate the possibility that knowledge is not the same as clarity, and that reading and writing are as much about the spaces between words as the words themselves.
Updated: Jul. 02, 2008
Searching for a methodology that would allow the author to 'see' across worldviews and articulate them both was the academic challenge of investigating learning ideology across Canadian and Aboriginal worldviews with Aboriginal Nuu-chah-nulth Elders. A mode of inquiry was required permitting the author to hold a Euro-heritage and an Aboriginal heritage in a bi-cultural balance as experienced by a participant in both.
Updated: Jul. 01, 2008
Drawing on their experiences as high school writing instructors, researchers, and teacher trainers, David Coker and William Lewis examine an often overlooked dimension of adolescent literacy: writing proficiency. The authors explore recent research on the skills and strategies students need in order to write with competence and describe analyses of interventions that help students attain writing mastery.
Updated: Jun. 26, 2008
Teachers’ Conceptions of Teacher-research and Self-perceptions as Enquiring Practitioners—A Longitudinal Case Study
The article explores a study engaged in teachers-research and the student being able to be requiring practitioners. A group of Britain student teachers were studied, utilizing questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the result follow that reporting research does not providies teachers the skills and tools for reflection, that are easily transferable to practice.
Updated: Jun. 24, 2008
The study explores research conducted in English language teaching. Only moderate reading has been done, according to a survey the author has done. The two factors examined were teacher's conception of research, and their perception of the institutional research culture.
Updated: Jun. 19, 2008