Analysis Of Educational Research Research Articles

Canonical Correlation Analysis, A Sin Quanon for Multivariant Analysis in Educational Research.

Canonical Correlation Analysis, A Sin Quanon for Multivariant Analysis in Educational Research.

Metafory w badaniach edukacyjnych – propozycja metodologiczna

The aim of the article is to present a methodological approach of implementing metaphor analysis in educational research. Having characterised some examples of pedagogical empirical projects, including the research conducted by the author of the article, three levels of the metaphors’ epistemological conceptualisation are described. The first of which is the dimension of fairly individualistic nature called the cognitive dimension that outlines the fact that cognitive processes are very much metaphorical in nature, as well as strengthens the difference between the cognition of literal and metaphorical phrases. The second level of metaphor analysis is connected with intersubjectivity of metaphors which are collectively shared and distributed within a given culture. They are not, however, simply something that characterise a given group of people but predefine the relations and, as a consequence, influence the acts and behaviours of social actors. Critical metaphor analysis, being the third described perspective, shows that metaphors can be treated by the researchers as a form of tacit knowledge redistributed and mediated culturally and therefore might be explored in the search for hidden mechanisms of social positioning and disclosing power relations in given structures.

Degrees of freedom analysis in educational research and decision-making: leveraging qualitative data to promote excellence in bioinformatics training and education.

Qualitative data are commonly collected in higher, graduate and postgraduate education; however, perhaps especially in the quantitative sciences, utilization of these qualitative data for decision-making can be challenging. A method for the analysis of qualitative data is the degrees of freedom analysis (DoFA), published in 1975. Given its origins in political science and its application in mainly business contexts, the DoFA method is unlikely to be discoverable or used to understand survey or other educational data obtained from teaching, training or evaluation. This article therefore introduces and demonstrates the DoFA with modifications specifically to support educational research and decision-making with examples in bioinformatics. DoFA identifies and aligns theoretical or applied principles with qualitative evidence. The demonstrations include two hypothetical examples, and a case study of the role of scaffolding in an independent project ('capstone') of a graduate course in biostatistics. Included to promote inquiry, inquiry-based learning and the development of research skills, the capstone is often scaffolded (instructor-supported and therefore, formative), although it is intended to be summative. The case analysis addresses the question of whether the scaffolding provided for a capstone assignment affects its utility for formative or summative assessment. The DoFA is also used to evaluate the relative efficacies of other models for scaffolding the capstone project. These examples are intended to both explain this method and to demonstrate how it can be used to make decisions within a curriculum or for bioinformatics training.

An Analysis of the Perceptions and Resources of Large University Classes.

Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis. Both student and instructor survey results indicated that a large class begins around 240 students. Large classes were identified as impersonal and classified using extrinsic qualifiers; however, students did identify techniques that made the classes feel smaller. In addition to the qualitative survey, we also attempted to quantify courses by collecting data from course outlines and analyzed the data using categorical principal component analysis. The analysis maps institutional change in resource allocation and teaching structure from 2010 through 2014 and validates the use of categorical principal components analysis in educational research. We examine what perceptions and factors are involved in a large class that is perceived to feel small. Our analysis suggests that it is not the addition of resources or difference in the lecturing method, but it is the instructor that determines whether a large class can feel small.

Qualitative and Quantitative Debates in Contemporary Educational Research

This research paper will begin with philosophically exploring the saying “The Researcher You Are Is The Person You Are”. This provide an insight on the views and the perspectives of the researcher on the research as a subject. Subsequently, the other contents of the paper are divided into two major sections. The first section discusses the Qualitative and Quantitative philosophical and theoretical debates in contemporary educational research; Qualitative and Quantitative approaches in educational research; Objectivity and Subjectivity in educational research; Links between Data Collection and Data Analysis in educational research. The second part of the paper discussed the action research in education and the reflection of the person you are is the researcher you are in educational research settings. Finally, the paper conclude that there is no single formula when it comes to conducting research in education, each and every researcher regardless of his or her area of study would always be conducting research based on what he or she thinks and deems is the best research paradigm and method to adopt. However, there are some confident guiding principles that their application guarantee effectiveness to a certain degree in educational research.

Analysis of educational research at a medical faculty in Germany and suggestions for strategic development - a case study.

Background: Evidence-based medical education is playing an increasingly important role in the choice of didactic methods and the development of medical curricula and assessments. In Germany, a growing number of educational research projects has accompanied an ongoing change in the medical education process. The aim of this project was to assess medical education research activities at one medical faculty to develop procedural recommendations for the support and development of best evidence medical education.Methods: Using a newly developed online questionnaire, the 65 institutes and departments of the medical faculty of Hamburg University at Hamburg University Medical-Center (UKE) were asked to report their medical education research and service projects, medical education publications, medical education theses, financial support for educational projects, and supportive structures that they would consider helpful in the future. The data were grouped, and a SWOT analysis was performed.Results: In total, 60 scientists who were involved in 112 medical education research publications between 1998 and 2014 were identified at the UKE. Twenty-five of them had published at least one manuscript as first or last author. Thirty-three UKE institutions were involved in educational service or research projects at the time of the study, and 75.8% of them received internal or external funding. Regular educational research meetings and the acquisition of co-operation partners were mentioned most frequently as beneficial supportive structures for the future.Conclusion: An analysis to define the status quo of medical education research at a medical faculty seems to be a helpful first step for the development of a strategy and structure to further support researchers in medical education.

Critical Discourse Analysis in Education

This article reviews critical discourse analysis scholarship in education research from 2004 to 2012. Our methodology was carried out in three stages. First, we searched educational databases. Second, we completed an analytic review template for each article and encoded these data into a digital spreadsheet to assess macro-trends in the field. Third, we developed schemata to interpret the complexity of research design. Our examination of 257 articles reveals trends in research questions, the theories researchers find useful, and the kinds of interactions that capture their attention. We explore areas in the field especially ripe for debate and critique: reflexivity, deconstructive–reconstructive stance toward inquiry, and social action. We compare the findings with an earlier review published in 2005, reflecting on three decades of critical discourse analysis in education research.

Computer software data analysis skills required for capacity building of university lecturers for effective educational research

The study was carried out to identify the computer software data analysis skills required for capacity building of university lecturers for effective educational research. Three research questions and one null hypothesis were formulated, to guide the study. The survey research design was adopted for the study and a structured questionnaire was used for data collection. Data obtained from 220 Lectures of the faculties of education in University of Nigeria, Nsukka and Nnamdi Azikiwe University, Awka were studied and analyzed. The study revealed computer, communication and math competency skill needs of the lecturers for effective data analysis in educational research using computer software. It was therefore recommended that administrators of the universities should organize regular training and retraining sessions for their lecturers on the identified areas of need to build up their capacity in the use of computer software for efficient educational research especially in the 21st century. Key words: Computer software, data analysis, educational research, capacity building, skills.

Advantages of Social Network Analysis in Educational Research

Currently one of the main tools for the large scale studies of schools is statistical analysis. Although it is the most common method and it offers greatest opportunities for analysis, there are other quantitative methods for studying schools, such as network analysis. We discuss the potential advantages that network analysis has for educational research.

Evaluation of Students’ Research Activities in the Design Study Programmes at Rezekne Higher Education Institution

<p>Nowadays education and research is promoting development of design industry. In order to find unique Latvian design identity the quality of design is increasing. New possibilities and requirements for design education and research are raised by social and ecological issues. In order to promote sustainable design education research strategy is needed, therefore it is essential to pay attention to research strategy in education process. The aim of the article is educational research as significant part of research competence theoretical and empirical evaluation and its activation in design courses' education process in Rezekne Higher Education Institution. The analysis of the learning research process was carried out in accordance with the principles of action research, theoretical researches in the context of the issue were carried out and the results were obtained: opinions of 80 full time students in the age group 19-25 years, about the role of learning research process of designers' education. The research has practical meaning, because it recommends suggestions for perfection of study process in connection to investigation and analysis of educational research promoting/delaying activities, and necessity to promote students' research competence for professional project work in the future.</p>

Research goes to the cinema: The veracity of videography with, for and by youth

This paper addresses the use of participatory videography as a way of knowing and bearing witness to the complexity of young lives in educational research. We outline the principles for engaging young people in participatory videography. Working in the framework of humanities-infused praxis with, for, and by young people, we explore the place of visibility and invisibility. We identify what is gained, lost and unsettled in the use of video as a cultural process and production. We offer our theoretical and aesthetic considerations in relation to two projects. The first is a project about the youth mental health system in rural Canada, wherein we explore the fractured system visually through documentary filmmaking in the cinéma vérité cinema genre. The second is a project in which we are working with young Aboriginal Canadians who are framing the intersections of mental health and technology through filmmaking. We interrogate videography as a form of cultural production with the potential for engaging young people in educative experience, symbolic activity and cultural production. Youth videography offers opportunities for comparative education research in which social and cultural analyses are made visible. We explicate videography as a potentially meaningful experience for youth and for a deeper cultural analysis in educational research while addressing the tensions surrounding its claim to veracity.

Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research.

Social interactions between students are a major and underexplored part of undergraduate education. Understanding how learning relationships form in undergraduate classrooms, as well as the impacts these relationships have on learning outcomes, can inform educators in unique ways and improve educational reform. Social network analysis (SNA) provides the necessary tool kit for investigating questions involving relational data. We introduce basic concepts in SNA, along with methods for data collection, data processing, and data analysis, using a previously collected example study on an undergraduate biology classroom as a tutorial. We conduct descriptive analyses of the structure of the network of costudying relationships. We explore generative processes that create observed study networks between students and also test for an association between network position and success on exams. We also cover practical issues, such as the unique aspects of human subjects review for network studies. Our aims are to convince readers that using SNA in classroom environments allows rich and informative analyses to take place and to provide some initial tools for doing so, in the process inspiring future educational studies incorporating relational data.

A summary and analysis of education research in accounting information systems (AIS)

• We review three decades of AIS education scholarship in eight accounting journals. • We categorize articles as empirical studies, descriptive essays, or instructional resources. • Articles that report conclusions derived from an analysis of data are summarized by research topic and method. • We consolidate the AIS education literature since 1983 to facilitate future research and instructional development. We consolidate and summarize 102 articles on accounting information systems (AIS) education from three decades (1983–2013) published in eight journals: (1) Journal of Accounting Education , (2) Accounting Education: An International Journal , (3) Advances in Accounting Education , (4) AIS Educator Journal , (5) Global Perspectives on Accounting Education , (6) Issues in Accounting Education , (7) Journal of Information Systems, and (8) The Accounting Educators’ Journal. The summarized literature is categorized as empirical articles, descriptive articles, or instructional resources. We describe and summarize the research design and primary analytical approach of the empirical articles, summarize the descriptive articles, and tabulate the instructional resources. Suggestions for future research in AIS education are presented.

Gifted Conversations

Despite the attested association between giftedness and high verbal abilities, and despite the central role attributed to classroom discourse analysis in educational research, discourse in gifted classes has not received due scholarly attention. This study takes a first step toward filling this gap. This study offers a microanalysis of a corpus of recorded and transcribed interactions from classes of gifted students in the Commonwealth of Virginia. This study focuses on student initiations and on the ways teachers handle these initiations. It is argued that the preponderance of student initiations in the classes observed sets a fertile ground for dialogic discourse to develop. However, student initiations do not guarantee the emergence of dialogic discourse, since teachers sometimes employ instructional practices that hinder its emergence.

The promise of ritual: a lens for understanding persistent practices in mathematics classrooms

In this article, I propose ritual as an analytic lens for understanding the persistence of practices in contemporary mathematics classrooms. By foregrounding the cultural nature of the teaching and learning of mathematics in schools, ritual analysis can provide insight about the causes and effects of practices that persist through rounds of “reform.” I begin by considering the legacy of the notion of culture in mathematics education research. I then provide examples of ritual analysis in education research and in mathematics education research. I draw on the scholarship of Quantz (2011) as I articulate a working definition of ritual for use in mathematics education research, considering how this definition may help raise and answer distinct questions apart from more familiar constructs. I list some well-known problems and dilemmas in mathematics education that may be promising domains for a ritual analysis, and I conclude by positioning ritual alongside other constructs and methods that are in use in mathematics education research today.

The Application of Improved Metaphor Analysis in Education Research

Abstract This article aims to investigate the potentials of the method of metaphor analysis used to explore the belief systems of the participants of education processes. It introduces a new instrument called improved metaphor analysis (IMA), which is believed to provide an efficient way of research in the area. To begin with, the linguistic and psychological background is introduced, followed by a brief review of the principles and the existing methodologies of metaphor analysis in education, in particular the benefits and the drawbacks of the current applications. Within this framework, IMA intends to improve the method of using metaphors for research in education through resolving the demands of objectivity in research by means of maintaining reliable data processing while working with sensitive issues.

Working Bakhtin's Body

In this article we critically examine the use of embodiment in education research and illustrate how analyses of embodiment within education reframe persistent educational problems in productive, actionable ways. We juxtapose embodied analyses with traditional analyses of speech by interrogating Bakhtin's notions of the body and dialogue, each of which departs from dominant modes of analysis in education research. We purposefully read Bakhtinian notions of the grotesque through a Deleuzian frame of the body as force, as always in excess of representation. We approach the knowledge-construction process in dialogue, situating our work around Bakhtin within Bakhtin's work itself. Through problematizing traditional dialectical and body-less notions of education research we illustrate how educational problems and research practices seeking to understand embodiment might be reframed and reconceptualized, through a dialogic process between the two authors. Cumulatively, we hope that our dialogue will promote understanding of how bodies matter in education research through dialogic knowledge construction.

Reading economics, thinking education: The relevance—and irrelevance—of economic theory for curriculum research

This paper aims to better understand economists’ increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education.

Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.

Letter-name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using receiver operating characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated that a hierarchical scale existed among items in the letter-name knowledge test. In addition, assessing students on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed.

錄影分析在教育研究的應用 Conducting Video Analysis in Educational Research

錄影分析在教育研究的應用 Conducting Video Analysis in Educational Research