Section archive - Research Methods

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.

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.

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.

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.