Educational Research Methodology Research Articles

Bronislovo Bitino intelektinis palikimas hodegetikoje

The article discusses the intellectual heritage of Professor Bronislovas Bitinas in the context of contemporary education and social situation in Lithuania. Prof. B. Bitinas is one of the most prominent contemporary educology scholars who holds the degrees in humanities, social sciences and mathematics and has a wide scientific interest in multi-ethnicity, his scientific activity was mainly related to diagnostics and methodology of educational research, education theory and education, deep analytical and systematic thought. His contribution both to the training of pedagogues and to the field of science of pedagogy is not only prominent, but also special. This is revealed by abundant and original fundamental works, which consolidate the basic ideas of mathematical statistics and methodology in educational science. Based on the results of many years of theoretical and empirical research, the works define the fundamentals of scientific knowledge and scientific research of educational objects, which describe specific aspects of educational reality and help to establish the science of education in the modern system of sciences.

La experiencia de investigación educativa de nivel doctoral en la región de Cuyo, Argentina

<p>En este trabajo se informan los resultados de una investigación exploratorio-analítica de carácter cualitativo, cuyo propósito es acercarnos a la comprensión de las experiencias, sus particularidades y problemáticas, de una muestra de alumnos y egresados de los tres doctorados en Educación existentes en la región de Cuyo, Argentina, los que –si bien alcanzan una cierta madurez– también muestran en estos años algunas dificultades específicas, entre las cuales la más relevante es la baja tasa de finalización (cercana al 20%).</p><p>El cuestionario que se administra, elaborado ad hoc, mediante preguntas abiertas, indaga sobre tres dimensiones que pueden explicar la experiencia del doctorando: 1) formación en metodología de la investigación educativa, 2) práctica en investigación científica y 3) proceso de investigación doctoral.</p><p>Los resultados muestran que los trayectos curriculares de metodología de la investigación del doctorado, en dependencia de su enfoque, desempeñan un papel relevante en el proceso de tesis, en sinergia con otros factores: la inserción en un equipo de investigación, una combinación de motivos intrínsecos y extrínsecos en la elección del tema, una conceptualización más elaborada de investigación educativa, cambios conceptuales de mayor envergadura. Entre las peculiaridades, se advierte la primacía de la experiencia y/o desempeño docente en decisiones relativas a la investigación doctoral; entre las dificultades, destaca la falta de tiempo y la mayor frecuencia de dificultades intrínsecas a la tesis en los estudiantes demorados.</p><p> </p>

The analysis of institutional organization of science of education management as a factor of development of education research methodology

The analysis of institutional organization of science of education management as a factor of development of education research methodology

Problematised history pedagogy as action research in preservice secondary teacher education

ABSTRACTA critical pedagogy stance involving reflexivity and critique of Aotearoa New Zealand’s history curriculum informed a participatory action research methodology of problematised history pedagogy (PHP). Conceptualised as layered and reciprocal, the PHP was nested as a ‘case’ of action research at the heart of narrative inquiry. The PHP was situated in a year’s curriculum course in secondary teacher education, and activated participants’ phenomenological empathy, genealogical disclosure, and discursive self-fashioning. This involved life-storying, critical discourse analysis of history texts, and PHP interventions with students in history classrooms. A dismantling analysis deconstructed participants’ historical thinking and revealed something of their discursive production. Recognition of pedagogic identities, embodiment, and the seeking of authentic selves played out through the critical project. As a professionally challenging process, the PHP depended on mutual goodwill and careful reading of participants’ readiness, attitudes, and unique capabilities. The research was also dependent on the professional expertise of colleagues in schools. My interpretive authority as a researcher involved multiple selves as teacher, advocate, and writer. The provoking of more critical approaches in what we do and why in history pedagogy, and the enhancing of practitioner capabilities, supports the PHP as a useful research methodology in initial teacher education.

In the context of public pedagogy: Transit

Abstract I came to Vancouver, Canada as a visiting Ph.D. student to study a/r/tography at the University of British Columbia (UBC). The multinational and multicultural nature of the city of Vancouver became an unexpected learning resource during my stay. I soon became consumed by my own everyday learning and in time, I began to understand the power of public pedagogy, or in other words, those informal learning opportunities outside institutional forms of learning. In this visual essay, I examine the concept of transit as one dimension of public pedagogy. This concept emerged from photographs and anecdotes taken during my everyday use of public transit. I used a/r/tography as a practice-based art education research methodology to guide my work. Transit became a bodied and embodied form of living inquiry as I investigated the very nature of public transit as public pedagogy.

Objectivity, Subjectivity, and Relativism: The Case for Qualitative Methodologies in Educational Research

In recent decades, the innovative approaches of qualitative modes of inquiry advocating the use of naturalistic and/or critical ethnographic techniques for the narratologically driven study of phenomena in pedagogical contexts have succeeded in beckoning for a reexamination of traditional views of research methodologies based upon the foundationalism of empiricist science within the dominant paradigm of quantitative forms of analysis. Reframing the discourse of the debate around the key issue of objectivity, and by implication subjectivity and relativism also, this essay addresses epistemological questions about the nature of ontology, theoretical questions concerning the knowledge of sense perception(s), and methodological questions regarding the scientific truth-effect of procedure(s) integral to arguments for and against the use of qualitative forms of analysis as a viable and effective means for conducting educational research.

Considering axiological integrity: a methodological analysis of qualitative evidence syntheses, and its implications for health professions education.

Qualitative evidence synthesis (QES) is a suite of methodologies that combine qualitative techniques with the synthesis of qualitative knowledge. They are particularly suited to medical education as these approaches pool findings from original qualitative studies, whilst paying attention to context and theoretical development. Although increasingly sophisticated use is being made of qualitative primary research methodologies in health professions education (HPE) the use of secondary qualitative reviews in HPE remains underdeveloped. This study examined QES methods applied to clinical humanism in healthcare as a way of advancing thinking around the use of QES in HPE in general. A systematic search strategy identified 49 reviews that fulfilled the inclusion criteria. Meta-study was used to develop an analytic summary of methodological characteristics, the role of theory, and the synthetic processes used in QES reviews. Fifteen reviews used a defined methodology, and 17 clearly explained the processes that led from data extraction to synthesis. Eight reviews adopted a specific theoretical perspective. Authors rarely described their reflexive relationship with their data. Epistemological positions tended to be implied rather than explicit. Twenty-five reviews included some form of quality appraisal, although it was often unclear how authors acted on its results. Reviewers under-reported qualitative approaches in their review methodologies, and tended to focus on elements such as systematicity and checklist quality appraisal that were more germane to quantitative evidence synthesis. A core concern was that the axiological (value) dimensions of the source materials were rarely considered let alone accommodated in the synthesis techniques used. QES can be used in HPE research but only with careful attention to maintaining axiological integrity.

Interpretive Phenomenological Analysis: An Appropriate Methodology for Educational Research?

Interpretive phenomenological analysis (IPA) is a contemporary qualitative methodology, first developed by psychologist Jonathan Smith (1996). Whilst its roots are in psychology, it is increasingly being drawn upon by scholars in the human, social and health sciences (Charlick, Pincombe, McKellar, & Fielder, 2016). Despite this, IPA has received limited attention across educationalist literature. Drawing upon my experiences of using IPA to explore the barriers to the use of humour in the teaching of Childhood Studies (Noon, 2017), this paper will discuss its theoretical orientation, sampling and methods of data collection and analysis, before examining the strengths and weaknesses to IPA’s employment in educational research.

Comparing Likert Scale Functionality Across Culturally and Linguistically Diverse Groups in Science Education Research: an Illustration Using Qatari Students’ Responses to an Attitude Toward Science Survey

Surveying is a common methodology in science education research, including cross-national and cross-cultural comparisons. The literature surrounding students’ attitudes toward science, in particular, illustrates the prevalence of efforts to translate instruments with the eventual goal of comparing groups. This paper utilizes survey data from a nationally representative cross-sectional study of Qatari students in grades 3 through 12 to frame a discussion around the adequacy and extent to which common adaptations allow comparisons to be made among linguistically or culturally different respondents. The analytic sample contained 2615 students who responded to a previously validated 32-item instrument, 1704 of whom completed the survey in Modern Standard Arabic and 911 in English. The purpose of using these data is to scrutinize variation in the performance of the instrument between groups of respondents as determined by language of survey completion and cultural heritage. Multi-group confirmatory factor analysis was employed to investigate issues of validity associated with the performance of the survey with each group and to evaluate the appropriateness of using this instrument to make simultaneous comparisons across the distinct groups. Findings underscore the limitations of group comparability that may persist even when issues of translation and adaptation were heavily attended to during instrument development.

EDUCACIÓN FÍSICA ESCOLAR: LA PRESENCIA DE LA INVESTIGACIÓN-ACCIÓN

El presente trabajo tuvo como objetivo presentar el estado del arte de estudios que utilizaran la metodología investigación-acción en la educación física escolar. La recopilación de datos buscó investigaciones publicadas en las bases de datos: Biblioteca Virtual en salud, LILACS, SciELO y portal de periódicos CAPES, a partir de los descriptores: investigación-acción, educación física y educación física escolar. Con base en el Análisis de Contenidos de Moraes (1999), 16 artículos fueron seleccionados y distribuidos en tres categorías: 1) Contenidos de las lecciones; 2) Planificación y práctica pedagógica; y 3) Formación profesional. Los resultados mostraron que el uso de la investigación-acción puede ser considerada como una dimensión educativa significativa para el desarrollo de la educación física escolar.

Getting in tune through arts-based narrative inquiry

This article provides a glimpse into the use of arts-based methods within a narrative inquiry into learning in an early years degree. Drawing on writing as inquiry [Richardson, L., and E. A. St. Pierre. 2005. “Writing: A Method of Inquiry.” In The Sage Handbook of Qualitative Research, edited by N. K. Denzin, and Y. K. Lincoln, 959–978. Thousand Oaks, CA: Sage], arts-based research [Estrella, K., and M. Forinash. 2007. “Narrative Inquiry and Arts-Based Inquiry: Multinarrative Perspectives.” Journal of Humanistic Psychology 47 (3): 376–383; Barone, T., and E. W. Eisner. 2012. Arts Based Research. Los Angeles, CA: Sage; Leavy, P. 2015. Method Meets Art: Second Edition: Arts-Based Research Practice. New York: Guilford Press], narrative inquiry [Kim, Jeong-Hee. 2016. Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research. Los Angeles, CA: Sage], autoethnography [Ellis, C., T. Adams, and A. Bochner. 2010. Autoethnography: An Overview. Forum Qualitative Sozialforschung/ Forum Qualitative Social Research 12 (1). http://www.qualitative-research.net/index.php/fqs/article/view/1589/3095] [Holman Jones, S. 2005. “Autoethnography – Making the Personal Political.” In The Sage Handbook of Qualitative Research, edited by N. K. Denzin, and Y. S. Lincoln. Thousand Oaks, CA: Sage; Wyatt, J. 2008. “No Longer Loss: Autoethnographic Stammering.” Qualitative Inquiry 14 (6): 955–967; Trahar, S. 2009. “Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education.” Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 10 (1)] and the philosophical notion of the rhizome [Deleuze, G., and F. Guattari. 1987. A Thousand Plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. Vol. 2, Capitalism and Schizophrenia. Minneapolis, MN: University of Minnesota. Original edition, Mille Plateaux, volume 2 of Capitlisme et Schizophrenie, 1980, Les Editions de Minuit, Paris; Jackson, A. Y. 2003. “Rhizovocality.” International Journal of Qualitative Studies in Education 16 (5): 693–710; Honan, E. 2007. “Writing a Rhizome: an (im)Plausible Methodology.” International Journal of Qualitative Studies in Education 20 (5): 531–546; Sermijn, J., P. Devlieger, and G. Loots. 2008. “The Narrative Construction of the Self: Selfhood as a Rhizomatic Story.” Qualitative Inquiry 14 (4): 632–650; Clarke, B., and J. Parsons. 2009. “Becoming Rhizome Researchers.” Reconceptualising Educational Research Methodology 4 (1): 205–215; Sellers, M. 2015. “‘Working with (a) Rhizoanalysis’ and Working (with) a Rhizoanalysis.” Complicity 12 (1)], the author, a timid ‘I’, seeks to disrupt commonly accepted modes of representing knowledge through a performative text that enacts rather than fixates meaning. The purpose is to attempt to shift the ‘discursively established, sedimented strata of educational theory and practice that continue to be highly influential in a great many institutional and policy driven contexts … ’ (Sikes and Gale, 2006, final paragraph). The hope is to effect some change in research methodologies that marginalise and to highlight the political within the three dimensional inquiry space [Clandinin, D. J., and F. M. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass; Clandinin, D. J. 2006. “Narrative Inquiry: A Methodology for Studying Lived Experience.” Research Studies in Education 27 (1): 44–54] of Early Childhood education and practice.

Zkoumání procesů vyučování a učení prostřednictvím videostudie

The study defines approaches towards the partial aim No. 7 of the project LC06046 Centre for basic research on schooling. The authors describe wider methodological context of the partial project by analysing existing approaches to research of teaching and learning. They also emphasise the specific contribution of the TIMSS video study and IPN video study. Individual steps towards developing teaching and learning research methodology (CPV video study methodology) are defined.

De/colonizing methodologies in science education: rebraiding research theory–practice–ethics with Indigenous theories and theorists

The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists and theories with decolonizing science education research methodologies in mind. As a rejoinder to Tracey McMahon, Emily Griese, and DenYelle Baete Kenyon’s Cultivating Native American scientists: An application of an Indigenous model to an undergraduate research experience, we extend the notion of educationally centering Indigenous processes, pedagogies, and protocols by considering methodology a site in which (neo-)colonial logics often linger. We suggest that (re)designing methodology with Indigenous theorists and theories is an important act of resistance, refusal, and resignification; we demonstrate this significance through braiding together narratives of our engagement in this task and provide insights as to what is produced or producible.

New vintages and new bottles: The “Nature” of environmental education from new material feminist and ecofeminist viewpoints

ABSTRACTFifteen years ago we explored the implications of adopting a poststructuralist feminist research methodology in environmental education research and practice. We argued that speaking the world into existence provides multiple ways of thinking about and comprehending environmental knowledge and the way we experience ourselves in space, time, and place. In the intervening years, feminist new materialism has emerged, ecofeminism has had an enlivening resurgence, feminist scholarship in environmental education has expanded, and “nature” seems to have declined within dominant discourses, supplanted by a more anthropocentric agenda. The positioning of body/nature in this scholarship has become a point of contention, difference, and convergence. Here, we explore the “nature” of environmental education as informed by new material feminist, ecofeminist, and other viewpoints, interrogating their similarities and differences, their relationship to feminist poststructuralism, and their implications for environmental education research and practice.

Postmodernism and Educational Research

Postmodernism is an elusive concept when we attempt to connect it to educational research methodologies. This paper is a review of the literature regarding postmodernist research methodologies in education.

Tényekre alapozott oktatáskutatás versus a pedagógia mint kultúratudomány – egy újabb „paradigmaharc” a tudományos pedagógiában

The article describes the emergence of "evidence-based research" in the context of US education policy under the Bush administration and the criteria and program developed during this period. In addition, the international and German reception of this new paradigm of educational science will also be discussed. The reception refers to the broad spectrum of intended functions of evidence-based research, its alleged advantages in the field of educational policy and the proposals and limitations of the methodology of educational research proposed in the context of the new paradigm. Called "empirical educational research" and propagated as the new and only acceptable model of educational research in Germany, evidence-based research in Germany and abroad is the subject of fierce controversy. The paper critically examines the ambitions of this model for research, policy planning and education reform. Finally, the paradigm is refuted because of its implications for research and the problematic consequences it can have for education and the status and theory of educational sciences. Keywords: multiculturalism, decision making, legal requirements, accreditation requirements, curriculum

The Analysis of Institutional Organization of Science of Education Management as a Factor of Development of Education Research Methodology

The Analysis of Institutional Organization of Science of Education Management as a Factor of Development of Education Research Methodology

特集「日本語教育の手法―『会話・談話の分析』という切り口から―」について

特集「日本語教育の手法―『会話・談話の分析』という切り口から―」について

INTERVJU U KVALITATIVNIM PEDAGOŠKIM ISTRAŽIVANJIMA

Metodološka i epistemološka pitanja čine konstitutivne elemente svake nauke. Tokom razvoja pedagoške nauke otvarale su se brojne dileme koje se odnose na primenu najadekvatnije metodologije za izučavanje fenomena vaspitanja i obrazovanja. Poslednjih nekoliko decenija posebno se analizira pitanje primene kvalitativnih istraživanja u pedagogiji. U ovom radu ispituje se pitanje primene intervjua u kvalitativnim pedagoškim istraživanjima. Pri tome su navedena terminološka određenja kvalitativnih istraživanja, definicije, kao i vrste intervjua. Posebna pažnja posvećena je ispitivanju prednosti i nedostataka vezanih za primenu intervjua u kvalitativnim pedagoškim istraživanjima, dok je u zaključku ukazano na prednosti triangulacije za obuhvatnije ispitivanje pedagoške problematike.

House of Bounce

Synopsis Tom Feldman took a buyout from a large technology company and used part of the money to enroll in the MBA program of a reputed university in the metropolitan Houston, Texas area. While in the MBA program, Tom began evaluating potential businesses with the objective of identifying one that would suit his needs. As part of an MBA course in marketing, Tom put together a student team to conduct marketing research on an opportunity to open a party center in Houston. After his team completed the study, Tom had both financial and marketing data to make a decision about the launch. Research methodology Teaching case based on the primary research. Relevant courses and levels This case is suited for a marketing course at both the undergraduate and graduate levels.