共查询到20条相似文献，搜索用时 45 毫秒
1.
《牛津教育评论》2013,39(3-4):437-449
In his empirical study of educational research, James Tooley claims to have uncovered 'partisanship' in the 'focus content and argument of educational research'. The purpose of this paper is to suggest that Tooley's study is simply one more manifestation of the failure of many educational researchers to take account of the extensive theoretical and methodological developments that have occurred over the last four decades in the political and social sciences. It is suggested that a debate about partisanship and educational research which took these developments seriously would not be a narrow debate in which researchers with right wing affinities try to score political points against researchers of the left. Instead, it would be a more intellectually rigorous and theoretically informed debate about the complex relationship between educational values and political beliefs on the one hand and research methodologies and practices on the other. 相似文献
2.
Joan Abbott-Chapman 《The Australian Educational Researcher》1993,20(1):49-63
Recent writings suggest that educators have become locked in contentious arguments about types of research and about research methods when they might more productively concentrate upon the development of research confidence and a research culture in education. From this the rigorous and appropriate application of differing methodologies to achievement of research and policy goals and intentions will naturally follow. We need to look more closely at why the debate on qualitative versus quantitative research is seen to be meaningful, let alone necessary, and this takes us into the realms of wider social and political values and understandings. The article argues that the debate about methodologies reflects a confusion about intentions and purposes in educational research, especially with regard to policy needs and applications, and that what is needed now is a complete ‘upfront’ review of research goals and values in education, and in relation to other subject disciplines. 相似文献
3.
4.
ABSTRACTThe basic aim of this paper is to discuss the concept ‘Knowledge Democracy’ (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school’s democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the ‘politics of knowledge’, but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school. 相似文献
5.
abstract The debate over class sizes in schools has become more heated in recent years. Over the past decade or so, class sizes at primary level have increased, and without action to the contrary look like they will continue to rise. In the face of this, educational pressure groups and others have made increasingly strong recommendations about the need to reduce class sizes in primary schools. Government spokespeople drawing on accepted wisdom about research, say there is no proven link between school class size and pupils’ progress. Yet recent research evidence from the USA, and an accompanying debate over the findings and the use of public funds, have improved our understanding about the effects of class size. This paper examines the most recent documentary and research evidence in an attempt to answer three questions: how have class sizes changed over the past decade, what is known about the link between class size and educational attainment, and what, in terms of classroom processes, might explain the link. It is concluded that there is now firm evidence of a link, but only in the early years and only with classes smaller than 20. The evidence supports the reduction of class sizes in the first years at school, especially with disadvantaged pupils, but much still needs to be researched. 相似文献
6.
Abstract This paper begins by establishing the existence of a debate in the broader educational community about the nature, meaning and significance of educational research, and its recognition that different approaches to educational research do not simply represent different strategies for data collection but rest on and express different ideologies that implicate different political attitudes among teachers, students, subject‐matters,schools, support agencies and researchers themselves. Evidence can be seen that this debate is beginning to appear in the science education literature and it is believed that the arguments can be extended. It is argued that research in science education and environmental education needs to consider methodology in the political terms of ideology, rather than simply in the technical terms of method and technique. Some of the recent thinking about the politics of method in both science education and environmental education, is then considered briefly and a number of meta‐research questions are proffered that might focus further attention on the political theory of research in these two fields. 相似文献
7.
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage. 相似文献
8.
ABSTRACTAlthough over the past decades the numbers of studies investigating international student mobility and migration (ISM) increased, methodological challenges in empirical research on the topic have remained mainly unaddressed. This is particularly the case for sampling, which is a crucial but often less considered part of qualitative research designs. In this article, we identify three main challenges in qualitative sampling for research into ISM: time, space and international students’ heterogeneities. In addressing those challenges, we theoretically discuss their implications and give empirical examples drawing on our research experiences. We argue for a more reflexive research procedure in studying educational mobility. 相似文献
9.
Chrysi Rapanta Mark Felton 《International Journal of Research & Method in Education》2019,42(3):288-304
ABSTRACTThis integrative literature review takes up the ongoing discussion about the place of mixed methods designs in educational research. We focus on studies that investigate the role of argumentation in inquiry-based learning, either as a means for enhancing inquiry (argument-based inquiry) or as a learning outcome (inquiry-based argument). We argue that this field of research offers a perfect example of the ways in which a paradigm and its research questions call for mixed-methods designs. We then present an integrative review to explore patterns and identify gaps in the literature, asking: (1) How frequently and in what ways are mixed methods used in the field? (2) What rationales are driving the use of mixed methods? and (3) To what extent is the potential of mixed methods research being realized in the field?. For readers studying argumentation in inquiry-based instruction, we hope to open up a critical dialogue about aims and methodologies in the field. For readers interested in mixed-methods designs we hope to offer a case study of how to build a rationale from within a discipline for leveraging the range of mixed methodologies to study a problem. We conclude with recommendations for further research. 相似文献
10.
Tone Kvernbekk 《Educational theory》2011,61(5):515-532
There exists a vast literature on evidence‐based practice (EBP) in education. The debate branches out in several directions, for example, what EBP entails for the nature of educational practice, what it entails for the teaching profession, what counts as use and abuse of evidence, and what educational research could or should contribute to a what works kind of practice. In this essay Tone Kvernbekk focuses on the fate of the concept of evidence in the debate, observing that the concept seems, by and large, to be missing from the debate. She argues that educational debates about EBP stand to gain in nuance and depth from employing philosophical insights about evidence. Kvernbekk develops this claim by discussing different conceptions of evidence and by inquiring into three aspects of the evidentiary relation: the meaning of “based,” underdetermination, and the relativization of evidence. 相似文献
11.
Farzana Shain 《Education 3-13》2016,44(1):8-18
ABSTRACTEducation researchers, policy-makers and practitioners in the UK have debated the question of what, and how much, schools can do to mitigate the effects of parental background on educational outcomes over the last half a century. A range of programmes, strategies and interventions have been implemented, and continue to be implemented in an effort to ‘break the link’ between socio-economic disadvantage and low educational outcomes, but educational inequalities have persisted. This paper draws on theoretical and empirical research to offer a new analysis of compensatory education in England across three main phases since the 1960s. 相似文献
12.
Rubby Dhunpath 《International journal of qualitative studies in education》2013,26(5):543-551
Biographies, life histories and other modes of narrative research enjoy increasing popularity as an alternate research genre. However, its status as a legitimate research methodology continues to be challenged by the positivist/empiricist tradition with its artificial dichotomy between qualitative and quantitative approaches to research. This paper critically explores some of the joys and perils of narrative research and its value for educational research in general. In proposing biographical research as a counterculture to traditional methods, this paper examines the potential of biographies in understanding the lives of educators. 相似文献
13.
教育技术学之传记研究方法 总被引：1，自引：0，他引：1
教育技术学是否有或者应该有自己的研究方法？这是教育技术学研究领域一直存在的一个争议问题。任何一个领域或者学科都没有必要强求专属于本领域或本学科的研究方法。选择恰当和合理的研究方法才是科学研究最为重要的问题。在以往的研究中,我们更多关注教育技术学学科本身,却忽视教育技术学发展过程中人的作用与价值。回顾教育技术学发展历史,关键人物是推动这一学科本土化发展的原动力。传记研究对于关注社会发展过程中个人历史的作用以及个人与文化群体、个人与社会变迁的研究来说,有明显的优势。因为它的架构是历史的,背景是社会学的,目的是文化人类学的。它以生命经验为研究核心,重视个人主体性的表达和过程资料的提供,重视叙述性、脉络性和历史性等方面的价值,能够克服量化与质性研究方法的对立,避免理论探究与实证经验的分离,因此可以作为一种有效的沟通工具,了解个人及其所处的时代背景。在教育技术研究领域运用传记研究方法,可以将技术促进与改善教育作为联系的焦点,审视＂人＂通过技术在教育领域中的种种自我表演,为梳理教育技术基本思想和发展历程提供方法和途径。 相似文献
14.
John A. Weaver 《Educational Philosophy and Theory》2017,49(11):1055-1065
AbstractThis essay defines and critiques ‘methodocentrism’, the belief that predetermined research methods are the determining factor in the validity and importance of educational research. By examining research in science studies and posthumanism, the authors explain how this methodocentrism disenables research from taking account of problems and non-human actants that are presumed to be of no importance or value in existing social science research methodologies, both qualitative and quantitative. Building from a critique of these methods as profoundly anthropocentric, the authors examine three crucial problematics in which methodocentrism functions in educational research: the institutionalization of graduate training, a wide-spread privileging of the visual (part and parcel of empiricism), and the seeming necessity of ‘data’ in social scientific research methodologies. Ultimately, this article does not reject the necessity of particular studies having methods—rigorous, philosophically grounded approaches to problems in the world—but it argues that the belief that methods must be selected from existing options and assembled before approaching the ‘objects’ of study is not only a form of bad science, it is also deeply implicated in anthropocentric and colonialist politics. Instead, what research requires today is a thorough rethinking of the very distinction between subject and object and a renewed questioning of how agency functions in specific research settings. 相似文献
15.
Isabel Martins Francine Pinhão Rita Vilanova 《Cultural Studies of Science Education》2017,12(4):863-871
In their paper, Hoeg and Bencze argue that current STEM curriculum guidelines prioritise the training of a workforce in detriment of a democratically grounded education for citizenship. We agree that there is an insufficient questioning about which type of citizenship STEM curricula would favour and wish to contribute to this debate by (1) problematising different meanings and aspects of citizenship in different models of democracy and (2) exploring the dialectical nature of structure and agency in the discursive construction of educational (policy) discourse. We also discuss results from recent empirical research about teachers’ ideas on citizenship education in order to challenge views that assume a linearity between educational policy and its enactment. 相似文献
16.
ABSTRACTCitations are one of the ways that scholars engage one another in dialogue, debate, and discussion. As such, they represent a powerful way in which practitioners constitute themselves and others within a scholarly field. This article studies the citational practices of articles published in the Journal of Jewish Education over a 10-year period in order to discover how scholars have constituted the field of research in Jewish Education. Using social network analysis and qualitative examination, this article presents an unprecedented portrait of the field of knowledge including its strengths and new directions for scholarly investigation and analysis of how the field of research in Jewish education has been formed, and how citational references have shaped how scholars and practitioners understand what we know about Jewish education. 相似文献
17.
Reid A. Bryson 《The Journal of environmental education》2013,44(2):4-5
ABSTRACT:This paper synthesizes what the empirical literature reports regarding what can best be learned outdoors. The review suggests that the outdoors may be effective in stimulating critical thinking, increasing problem-solving skills, and developing concepts rather than rote memory. Little evidence was found to support claims for the superiority of teaching language development in the outdoors. The empirical literature offers qualified support to those who advocate the value of outdoor education in facilitating cognitive development in the areas of environmental education and general science, but the evidence must be regarded as tenuous and uncertain. Much of the research which has been reported falls short of the scientific standards necessary for it to make meaningful contributions to this debate. 相似文献
18.
Mixed methods research has the potential to advance theory and enhance the usefulness of research findings. However, the success of a mixed methods research inquiry is tied to how well researchers integrate the quantitative and qualitative strands, and to how well researchers address the standards for quality in quantitative, qualitative, and mixed methods. In this introduction article, we define mixed methods research and discuss what mixed methods research can offer to the field of educational psychology. Then we consider what constitutes integration and rigor in mixed methods research and describe three core mixed methods research designs. Following this overview, we briefly introduce each article to this special issue, along with the commentary by Vicki Plano Clark. We also discuss how the use of mixed methods can help address common educational problems including: (a) identifying and exploring socially-situated and contextualized learning processes; (b) providing insights into differences across individuals with respect to educational outcomes; and, (c) building instruments that reflect the experiences of individuals who will be assessed by these instruments. Finally, we close with thoughts on the future of mixed methods research. 相似文献
19.
《学校用计算机》2013,30(2):13-16
SUMMARY Case studies are receiving renewed interest as an alternative to traditional research methods and reports. This interest is part of a more general trend involving the rejection of modern science and scientific methods in the social sciences and helping professions, and what is often a strident and ill-informed advocacy of qualitative research methods. Qualitative research in general and case studies in particular have a number of disadvantages and should not be substituted for quantitative research methods. Nevertheless, case studies probably can make a worthwhile contribution to the search for knowledge in education by helping to communicate the richness of human interactions, and by providing examples of how theories and philosophies can actually be applied in real situations. 相似文献
20.
通过对当前音乐教育心理学的发展现状的分析指出,音乐教育心理学已经成为音乐心理学的一个重要组成部分,对音乐教育心理学研究方法的思考具有现实意义。当今我国音乐教育心理学研究一方面亟需加强“量的研究”,另一方面必须重视“质的研究”,在教育实践中采用行动研究模式将两者有机地结合是实际有效的研究方法。 相似文献