International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Research Methods
Page 26/29
283 items
251
Strengths and weaknesses of different research approaches are discussed, and it is proposed that the dichotomy between qualitative and quantitative approaches should be replaced with distinctions between low- and high-level inference approaches with respect to data, generalization and explanation. It is concluded that while the international studies easily invite misuse and misinterpretation, they also offer possibilities for improving the quality of educational research, because the high-quality data generated by these studies can be taken advantage of in research on causal effects of factors in and out of educational systems.
Published: 2008
Updated: Mar. 23, 2008
252
The article reviews potential ethical problems associated with action research in K-12 classrooms, and the difficulties action researchers encounter with policies and procedures of institutional review boards. The authors provide recommendations for future practice for the schools, review boards, and teacher educators.
Published: 2007
Updated: Mar. 23, 2008
253
The article describes two practices that are signature pedagogies of doctoral education: one in neuroscience (the journal club) and one in English studies (the list). The two practices, in addition to teaching students disciplinary norms and identities, serve as windows to their cultures and home disciplines. The author recommends educational doctoral programs consider the values of the two practices.
Published: 2007
Updated: Mar. 23, 2008
254
The article examines reflection as a widely accepted process in teacher education. The nature of reflection has recently been challenged by the socially situated and critical, as they try to engage teachers in the broader social context. The study examines the use of critical social reflection in two social studies methods courses.
Published: 2007
Updated: Mar. 18, 2008
255
The article examines the relationship between research and effective teaching in higher education, utilizing concept mapping. The approach is used to suggest that rich and complex networks are indicative of expert status, but these are seldom made explicit to students. Instead, most lesson plans are comprised of simple linear structures. The linear structures, according to the authors lead to learning strategies rather than to individual meaning making.
Published: 2007
Updated: Mar. 18, 2008
256
The article contradicts the notion that teaching and learning in practice are forms of applied science. Using middle school science classrooms, the authors argue that the true process driving both teaching and learning is inquiry. As teachers experimented directly with the working notions of seeing, relational knowing, mindful embodiment, and assessment as interrelated and interdependent with inquiry, the teaching/learning outcomes authorized more and more inquiry in teachers' - and then students' – practices.
Published: 2007
Updated: Mar. 14, 2008
257
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'.
Published: 2008
Updated: Mar. 02, 2008
258
What is it that images can do that cannot be done by words alone? This article illustrates and discusses how visual expressions act as helpers of dialogue - anchors of meaning. The main argument is that the inclusion of pictorial material is a useful way to develop poststructuralist thinking technologies to further expand our understandings of the complexities of communication in individual as well as collective sense-making.
Published: 2008
Updated: Mar. 02, 2008
259
How is the usefulness of research assessed as university research becomes more and more commodified? The question is addressed through an analysis of how the results of a particular research project were received in a large private company that had provided the main funding for a research project on gender and top management, a project based on poststructuralist approaches.
Published: 2008
Updated: Mar. 02, 2008
260
The paper presents a detailed tool for mentors and describes categories of pedagogical practices related to an extended inquiry-cycle model. The paper comes as a response to the need of effective mentoring tools to make programs more effective, and to allow for more efficient feedback to protégés.
Published: 2007
Updated: Feb. 26, 2008