Search results for: Research methodology
Page 2/6 60 items
This article reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as illiterate, immigrant women. Through the process, the authors revealed the inner flame of the participants in the study. Furthermore, through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities.
Updated: Mar. 12, 2015
This study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.
Updated: Feb. 11, 2015
Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research
In this article, the authors illustrate that populations and study samples can change over time. They present data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program. Findings demonstrate a dramatic increase in the performance of control students over time. The results suggest the need for a more nuanced understanding of the counterfactual model and its role in establishing evidence-based practices.
Updated: Feb. 10, 2015
Unlearning and Relearning from Medical Education Research: Teacher Education Research in the Pursuit of Teacher Professionalism
This article explores the field of medical education research to understand, from a comparative approach, how members of an established profession use research knowledge to increase expert practitioner skill.
Updated: Jan. 12, 2015
Abduction, Deduction and Induction: Can These Concepts Be Used for an Understanding of Methodological Processes in Interpretative Case Studies?
This article presents an extended perspective based on Charles Sanders Peirce’s concepts of abduction, deduction and induction. The author intends to show some of the integral relationships between these concepts which can be relevant for interpretative case studies exemplified by classroom research.
Updated: Aug. 24, 2014
The authors argue that a popular explanation for the inequality in the access to the nation’s most selective colleges is that low-income students undermatch by attending less selective colleges when their credentials predict admission to more highly selective colleges. They identify three problematic assumptions in research on undermatching.
Updated: Aug. 07, 2014
In this article, the author argues that there is a considerable degree of similarity between research in the hard sciences and education and that this provides a useful lens for thinking about what constitutes “rigorous” and “scientific” education research. He suggests that the fundamental property of hard science research is its predictive power, a property that can equally be applied to large- and small-scale and quantitative and qualitative research in education.
Updated: Jul. 23, 2014
Is Action Research a Contradiction in Terms? Do Communities of Practice Mean the End of Educational Research as We Know It? Some Remarks Based on One Recent Example of Religious Education Research
The author considers the claim that the nature and merits of both action research and communities of practice are contested. The author describes three strands of argument. Firstly, action research is not necessarily a contradiction in terms. Secondly, communities of practice are not necessarily the end of educational research as a discipline in its own right. Thirdly, however, Hammersley’s critique raises important issues about professional knowledge development, inviting interaction between propositional and workplace knowledge.
Updated: Jul. 17, 2013
The authors reconsider five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied.
Updated: Apr. 28, 2013
Teacher attrition threatens validity in research studies. In this article, the authors examine the threat of participant attrition as an example of the types of problems researchers face. The authors found that teachers left because of changes in teaching assignments, institutional challenges, and personal challenges.
Updated: Sep. 27, 2012