Section archive - Research Methods
Page 4/29 289 items
In this article, the authors examine how the extrapolation and examination of one critical incident in the process of conducting self-study research challenged their ethics as researchers and led them to new understanding and knowledge. Their focus is on the initial acknowledgment of what they considered to be an ethical dilemma as it had rattled their cage. The authors conclude that collecting data about critical incidents related to the ethical dilemmas that arise in conducting research is an important aspect of self-study research. Thus, they recommend that self-study researchers: (1) collect data about ethical dilemmas that arise during (and following) research; (2) explore and systematically analyze these dilemmas; and (3) work toward resolving these as an integral part of any self-study research.
Updated: Jun. 21, 2016
In this article, the authors argue Experience-sampling methods (ESM) can be particularly enriching for education research by enabling us to ask new and interesting questions about how students, teachers, and school leaders engage with education as they are living their lives and thus help us to better understand how education contexts shape learning and other outcomes. They highlight the value of these approaches for addressing new and exciting questions they may help education researchers to answer as they allow us to uncover experience in new ways.
Updated: Jul. 08, 2015
In this article, the author uses a general philosophy of science perspective in looking at the problem of justifying action research. First he tries to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. He discusses the need for taking a stand in relation to the questions of validity and justification also in action research.
Updated: Jun. 08, 2015
This study reviews the current literature on missing data handling methods within the special context of education research. The article summarizes the pros and cons of various methods and provides guidelines for future research in this area.
Updated: May. 05, 2015
Multiple Enactments of Method, Divergent Hinterlands and Production of Multiple Realities in Educational Research
The article seeks to discuss how different research methods and approaches influence in practice. It examines how divergent disciplinary hinterlands influence the enactments of research methods. It also explores how the choice of research approach affects the types of knowledge and realities produced in the research process.
Updated: Apr. 30, 2015
This article describes the research method of visual juxtaposition. It explains that visual juxtaposition is inquiry through contrast, facilitated by side-by-side positioning of two images, or images and text. When combined with a theoretical foundation that explores interactions between the material and discursive elements of visual data, juxtaposition creates opportunities for qualitative analysis that are not as readily apparent when individual images are considered.
Updated: Apr. 30, 2015
This article develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE). Results of three different bibliometric analyses all point to the same conclusion: REESE is an interdisciplinary research program that attracts highly productive investigators who exhibit an additional increase in their productivity rate as a result of receiving REESE funding.
Updated: Apr. 15, 2015
This article compares two different procedures for incorporating translation in education qualitative research. Its goal is providing a clear depiction of the complexities involved in translating qualitative data and the strengths and weaknesses of each procedure. Taking into account the resource constraints often faced by novice qualitative researchers, this article provides some strategies that can be employed in similar contexts.
Updated: Apr. 13, 2015
Still Flies in Buttermilk: Black Male Faculty, Critical Race Theory, and Composite Counterstorytelling
The current essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Through the protagonist, who is a black male Assistant Professor, the authors reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.
Updated: Apr. 13, 2015
Understanding Emotions As Situated, Embodied, and Fissured: Thinking with Theory to Create an Analytical Tool
This article introduces a new analytical tool, a critical performative analysis of emotion (CPAE), that draws upon three theoretical perspectives: emotions as situated, as embodied, and as fissured. These three theoretical perspectives -i.e. critical sociocultural, narrative, and rhizomatic- allow researchers to think with theory.
Updated: Mar. 16, 2015