Search results for: Educational research
Page 2/13 128 items
This article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. The framework combines ideas from the sociology of knowledge and research as social practice. The article also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education.
Updated: Dec. 28, 2015
Educational Developers As Researchers: The Contribution of Insider Research to Enhancing Understanding of Role, Identity and Practice
The aim of this article was to explore the experiences of insider researchers and to draw comparisons between that role and the role of the educational developer, noting in particular the ambiguity of an ‘in-between’ existence that is common to both roles. The article illustrates how five aspects of insider research: proximity, multiple roles, internal politics, ethics and voice, may enable these tensions to be viewed from a different perspective. The author concludes that both insider researcher and educational developer are required to adopt a balancing act to function effectively and constantly need to reflect on their position to maintain the validity of their activities.
Updated: Oct. 11, 2015
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
Teacher Research in Dutch Professional Development Schools: Perceptions of the Actual and Preferred Situation in terms of the Context, Process and Outcomes of Research
The aim of this study is to provide deeper insight into the realisation of teacher research in professional development schools in the Netherlands. Participants of these schools were asked for their perceptions of the actual and preferred situation concerning teacher research in terms of the context, processes and outcomes of practice-based research activities by teachers-as-researchers. The authors can conclude that a large difference between the actual and preferred situation was noticeable. Additionally, pupil learning and outcomes seemed not to be a central focal area of the participants at this moment. Finally, the results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research.
Updated: Jul. 08, 2015
EERA and its European Conferences on Educational Research: A Patchwork of Research on European Educational Research
In this article, the authors describe some small-scale research studies about the European Conferences on Educational Research (ECER) that have been carried out during the past ten years dealing with attendance motives and assessments of ECER.
Updated: May. 18, 2015
This article focuses on the knowledge–competencies nexus in the context of ‘twenty-first century learning’. It raises several questions: Does the interest in competencies devalue or undermine knowledge? Does a social constructivist paradigm necessarily dismantle disciplinary knowledge? What is the relationship between knowledge and improving the life chances for the marginalised? Against a critical background discussion of ‘twenty-first century learning’, these questions are addressed by considering and synthesising three perspectives on knowledge in relation to their particular critique of education, what they say about knowledge, and the bearing this interpretation has on how they view pedagogy and curriculum.
Updated: May. 10, 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
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