Search results for: Empirical research
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Translating Autoethnography Across the AERA Standards: Toward Understanding Autoethnographic Scholarship as Empirical Research
This article aims to move readers toward a deeper understanding of and widened respect for autoethnography’s capacity as an empirical endeavor. The authors argue in favor of autoethnography as empirical by translating information from its epistemological and methodological history across the AERA standards for reporting empirical social science research. The article concludes by imagining a rubric that may assist researchers, editors, and reviewers in translating autoethnographic scholarship as credible and defensible empirical research.
Updated: Oct. 22, 2013
The current paper investigates, both theoretically and empirically, the political dimensions of teacher learning. The authors examine this issue through a theoretical work on teacher professional vision, and an empirical study of video-based teacher professional development.
Updated: Dec. 21, 2011
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
The review explored 57 post-1990 empirical studies of school size effects on a variety of student and organizational outcomes. The weight of evidence provided by this research clearly favors smaller schools. Students who traditionally struggle at school and students from disadvantaged social and economic backgrounds are the major benefactors of smaller schools. Furthermore, most contemporary studies have concluded that small schools are more efficient or cost-effective. Small secondary schools manage to graduate a significantly larger proportion of their students than do large secondary schools.
Updated: May. 20, 2009
Perspectives on Induction of Beginning Special Educators: Research Summary, Key Program Features, and the State of State-Level Policies
The purpose of this article is to offer an analysis of factors related to providing support and guidance to beginning special educators and to recommend directions for research, practice, and policy. The authors summarize the empirical studies pertaining to induction for special educators. They also describe key features of effective programs, summarize state-level policy initiatives and offer recommendations.
Updated: May. 11, 2009
Student response system (SRS) technology is one of many tools available to help instructors create a rich and productive learning environment. The authors describe a study designed to measure the effect of an SRS on student interest and retention. Two sections of an undergraduate management class participated in this study. Section 1 served as a control group by participating in a typical class without SRS; section 2 used SRS throughout the semester to facilitate active learning. Results indicate that although the classes were comparable at the onset of the semester, those students who used the SRS as an integral part of the classroom reported greater interest in the class and higher expectations of success, performed better on a midterm exam, and more importantly, performed better on a knowledge-retention test administered at the end of the semester. The authors argue that SRS technology can have beneficial outcomes for student performance and knowledge retention.
Updated: Oct. 27, 2008
The article describes an experiment in which two researchers engaged in developing poetic forms of representing qualitative empirical research switch their individually produced empirical material and work simultaneously on each other's products. The intention is to investigate what we, as researchers, are adding to and extracting from the empirical material in poetical processing. It may be that the condensed, poetic texts can be seen as primarily representing the relation between the researcher and the persons she met in 'empirical time'.
Updated: Mar. 02, 2008
Effects of national policies on teachers' sense of professionalism: findings from an empirical study in Portugal and in England
How teachers cope with recent policy changes in Portugal and England is the research topic covered by this article. Findings from data collected through questionnaires and focus group interviews suggest strengths their in terms of professionalism, collaborative culture, and project-oriented work at school. However, teachers also cited feelings of ambivalence and conflict, due to increased bureaucracy, school leadership, a culture of loneliness and the lack of understanding of the process of change.
Updated: Jan. 14, 2008