Search results for: Research methods
Page 1/3 27 items
This article describes how research-based knowledge was used in practice in an action research project which examined student dropout. The research was conducted as ‘research circles’ and involved systematic and organised cooperation between researchers and practitioners, in this case college teachers. Based on interviews with the teachers, the authors found that research-based knowledge was used in a variety of ways: as concepts for discussing real-world experiences, as confirmation of the teachers’ practical experiences, as a frame for understanding praxis, to inform action, to conduct research activities, and as a way of legitimising the importance of the practitioners’ performance in their daily work. The teachers used knowledge from previous research as well as that developed during the course of the project. However, findings indicated that research-based knowledge appeared to be more useful for talking about and understanding practice rather than guiding practical action. In order to deepen its impact on practitioners’ actions, researchers and practitioners should work together to translate research-based knowledge and theoretical concepts into practice and specify how practitioners can apply it when developing their actions. Therefore, action researchers should allocate time to the process of transforming research-based knowledge into practical actions – in co-operation with practitioners – as an integral part of their research project.
Updated: Jul. 14, 2021
This article argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership. Its explicit aim is to introduce student teachers to a range of information sources, including a variety of research tools, with which they engage critically to gain confidence in making well-informed though flexible and cautious professional decisions. It offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. The authors recognise that engagement in research remains a minority activity for practising teachers. However, participants' writings show that it is possible as a novice researcher to understand the potential and pitfalls of research, to generate new knowledge and to undergo deep personal learning through designing and implementing a small-scale project.
Updated: Sep. 01, 2015
General Education Pre-Service Teachers’ Levels of Concern on Response to Intervention (RTI) Implementation
This article used a mixed-methods design to explore general education pre-service teachers’ concerns regarding the implementation of Response to Intervention (RTI) based on the Concerns-Based Adoption Model. Results suggest pre-service teachers focused their concerns on feeling unprepared and not understanding how to effectively implement RTI.
Updated: Aug. 02, 2015
The current study is a comparison of PhD and EdD dissertations from 1997 to 2010 in the content area of special education on the variables of research design, statistics, target populations, significance of results as well as the age and exceptionality category of participants. No differences were found in the percentage of dissertations in special education for type of degree by gender and type of research by degree type.
Updated: Mar. 19, 2014
Theory and Evidence on Governance: Conceptual and Empirical Strategies of Research on Governance in Education
A type of studies called ‘Governance Studies’, ‘Governance Research’ or ‘Governance Perspective’ has recently evolved in German-speaking social sciences. The goal of this article is to make accessible the strand of research which has not yet been extensively published in languages other than German. Further, the article intends to explore its links and relationships to other European research approaches.
Updated: Oct. 29, 2010
Scallops, Schools and Scholars: Reflections on the Emergence of A Research-Oriented Learning Project
This paper is based on the emergence of a small research group and its journey to enhance scholarly activity within a new school of education. The group explored a research-orientated learning project to determine what makes a beneficial school experience. Narrative enquiry and hermeneutic analysis were used to develop descriptions and interpretations of the phenomenon from the perspective of the participants. The analysis is presented and discussed to help understand the processes that contribute favorably to research capacity building in an academic institution.
Updated: Nov. 11, 2009
Capacity = Expertise x Motivation x Opportunities: Factors in Capacity Building in Teacher Education in England
This article offers an initial account of the Teacher Education Research Network (TERN) designed to test a 'social practices' model for building an educational research infrastructure across England. Setting the initiative within the regional context of teacher education in the North West of England, the article describes elements of the project.
Updated: Nov. 10, 2009
In this article, the author evaluates both the challenges and possibilities of helping high school students develop critical research skills. He describes how he used Wikipedia to design classroom activities that address issues of authorship, neutrality, and reliability in information gathering. He concludes that teaching research skills in the contemporary context requires ongoing observations of the research strategies and practices students already employ.
Updated: Oct. 19, 2009
Distributed Collaborative Research Model: Meaningful and Responsive Inquiry in Technology and Teacher Education
This article investigates lessons learned from past distant collaborations. It details the present development of the Distributed Collaborative Research Model (DCRM) and invites colleagues in technology and teacher education to collaborate to demonstrate sound educational research in our field.
Updated: Jun. 25, 2009
The paper highlights methodologically inclusive advancements in research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. Rather than prescribe how a research synthesis should be conducted or evaluated, this paper attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
Updated: May. 20, 2009