Tripping,slipping and losing the way: Moving beyond methodological difficulties in social research     

Anne Pirrie  Gale Macleod 《British Educational Research Journal》2010,36(3):367-378

This article is intended as a contribution to the debate on the epistemology of educational research. It is as much concerned with research as a social process as it is with the process of social research. The authors draw upon ways of walking, discussions of embodiment, place and materiality, and their analogues in relation to the processes of social research in order to explore alternative ways of knowing, and to explore what happens when accounts of the difficulties in conducting research are generally suppressed in sanitised reports of research findings. The distinctions between ‘occupant’ and ‘inhabitant’ knowledge, and between wayfaring and travelling betoken radically different conceptions of applied research in the social sciences. The authors explore the potential of anthropological and literary metaphors to explain the methodological challenges encountered during a specific research project: a three‐year study of ‘routes, destinations and outcomes’ for a group of young people excluded from special schools and Pupil Referral Units, funded by the Department for Children, Schools and Families.  相似文献   

Assessing National Curriculum Art AT2, Knowledge and Understanding: A small-scale project at Key Stage 3     

Trevor Rayment 《The International Journal of Art & Design Education》1999,18(2):189-194

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Benefits and risks: their assessment in relation to human needs     

Trevor A Kletz 《Endeavour》1980,4(2):46-51

Safety officers, managers, and designers face a constant dilemma. Some accidents are unlikely to occur, and are unlikely to kill or injure anyone if they do occur. Nevertheless, they might happen, and so they feel they must do something about them lest they be partly responsible for someone's death or injury. But to remove every possible risk, however slight, is impossible. How do we decide which risks should be dealt with first, and which can be left, at least for the time being? In short, how do we allocate our resources?  相似文献   

Class accents          下载免费PDF全文

Trevor Millum 《English in Education》2017,51(2):129-129

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Searching 2.0     

Gale A Oren 《Journal of the Medical Library Association》2010,98(2):189-190

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Solving the quandary between questionnaire length and response rate in educational research     

L. La Mar Adams  Darwin Gale 《Research in higher education》1982,17(3):231-240

A controversial issue exists in questionnaire survey techniques as to the relationship between questionnaire length and rate of returns. Questionnaire return rates were, therefore, examined under the following six controlled methodological conditions: (1) a large random sample, 1,650; (2) no follow-up procedures; (3) same type of mailout procedures and instructions for each questionnaire length; (4) no incentives or high interest factors; (5) same type of questionnaire for each of the three questionnaire lengths; (6) questionnaires of appropriate lengths (1, 3, and 5 pages); and (7) a daily tally of returns kept for each type of questionnaire. There was a difference in the rate of return among the three types of questionnaires when other influences on rate of return were held to a minimum. The variant results between the study and previous studies referred to in the review of literature can be explained by the fact that the controlled conditions were maintained for this study and not for previous studies.  相似文献   

Propositional logic as a model for adolescent intelligence-additional considerations     

Trevor G. Bond 《Interchange》1978,9(2):93-98

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W(h)ither the deaf community? Population, genetics, and the future of Australian sign language     

Johnston T 《American annals of the deaf》2004,148(5):358-375

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Histories of American Christianity: An Introduction Christopher H. Evans. Waco,TX: Baylor University Press, 2013.          下载免费PDF全文

Trevor Burrows 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):296-297

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Evoking and provoking Bourdieu in educational research     

Trevor Gale  Bob Lingard 《Cambridge Journal of Education》2015,45(1):1-8

This paper provides an introduction to this special issue of the Cambridge Journal of Education on ‘Evoking and provoking Bourdieu in educational research’. In the course of providing a critical synopsis of each paper, we consider how and why the authors work with and after Bourdieu, both evoking and provoking his thinking tools (particularly field, capital and habitus, but also doxa, misrecognition and illusio) and his methodological disposition that rejects ‘epistemological innocence’. We note that Bourdieu himself invited such provocation and that this is especially needed as the social continues to change, given the new spatialities of globalisation and growing social and economic inequalities. That is, we acknowledge that the empirical and the theoretical are always imbricated in each other, a theme pursued throughout the collection.  相似文献