Search results for: Research methodology
Page 6/6 60 items
Action research changes people's practices, their understandings of their practices, and the conditions under which they practice. Action research is also a practice, composed of sayings, doing and relating. It is a meta-practice: a practice that changes other practices.Different kinds of action research - technical, practical and critical - are composed in different patterns of saying, doing and relating, as different ways of life.
Updated: Dec. 08, 2009
When Does the Action Start and Finish? Making the Case for an Ethnographic Action Research in Educational Research
This article examines how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects.
Updated: Nov. 25, 2009
There are different communities of research practice: action research, teacher research, lesson study, self-study, participatory action research, and the scholarship of teaching. Taken together, these communities of research practice illustrate 'different local forms' grounded in ontological, epistemological, and methodological orientations to ways of knowing in practitioner inquiry. The article elaborates on two emergent themes that unpack synergies, boundaries and tensions across inquiries: practitioner inquiry as a paradigm for change, and practitioner inquiry as a practice of variety.
Updated: May. 18, 2009
Grounding Practice in Scholarship, Grounding Scholarship in Practice: Knowledge of A Mathematics Teacher Educator–Researcher
This self-study draws from multiple frameworks of teacher knowledge to examine knowledge content, structure, and growth of a novice mathematics teacher educator-researcher (MTE-R). The study explores her knowledge content from her doctoral program into her third year of a tenure-track faculty position at a large southwestern United States university.
Updated: Mar. 30, 2009
The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. The article presents preliminary data to illuminate both the power and limitations of current tools and techniques for studying cyber-enabled networks using data from a large, mature online network of K-12 educators.The authors propose a research agenda designed to create and validate a new generation of research tools and techniques.
Updated: Mar. 25, 2009
The paper highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research. This research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The authors highlight two areas that should serve as the nucleus of future research ventures: (a) research questions that address understudied areas and (b) design and methodological strategies for studying these questions.
Updated: Mar. 23, 2009
Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other.
Updated: Mar. 12, 2009
Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. The paper suggests principles for its use in exploring relevant questions in teacher education research and investigates some of the issues that have been used to challenge its integrity.
Updated: Mar. 09, 2009
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
In this report, it is argued that the most salient factor in the contemporary communicative landscape is the sheer abundance and diversity of possibilities for literacy, and that the extent and nature of students' communicative resources is a central issue in education. The text outlines the conceptual underpinnings of the Literacies for Learning in Further Education project in a social view of literacy, and the associated research design, methodology and analytical framework
Updated: Jan. 14, 2008