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1.
Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal model and the approaches recently taken by two research teams and contrasts these with another recent nine‐partner comparative European study that used ethnographic methods. We then describe the analytical procedures used in the project, which encouraged participant observation and individual researcher interpretation in order to generate grounded accounts and outline how they were culturally sensitive and meaningful to research teams who used varied analytical approaches. However, this raised difficult issues for the ‘final’ analysis and the production of a loosely coupled research report. Our pragmatic solution was a process of ‘qualitative synthesis’ whereby individual partner reports were collated by the Project Director and treated as data and a grounded theory approach was applied to generate tentative theory in respect of creative learning. The paper concludes by arguing that data generated by a loosely coupled approach to qualitative comparative research which uses a wide range of data collection methods can be effectively analysed with a qualitative synthesis. 相似文献
2.
文章从兴起背景和研究过程等方面入手,对质性研究中传统的扎根理论方法和新兴的势头正劲的解释现象学分析进行比较,尤其考察了二者在抽样、资料收集和资料分析等方面的差异。通过对这两个方法的比较,以凸显两种研究取向的不同特征,从而加深对二者的理解,以便于研究者可以更好地根据自己的研究问题和目的选择合适的质性研究方法。 相似文献
3.
Elliot P. Douglas Mirka Koro-Ljungberg Maura Borrego 《European Journal of Engineering Education》2010,35(3):247-257
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: ‘What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?’. 相似文献
4.
This paper questions the epistemology underlying contemporary, innovative approaches to research. In particular, it is critical of the negative impact that institutions and their epistemological and methodological traditions have on Chicanas os. The paper retells the author's struggles in attempting to employ social justice as a critical measure of the strength of research. Critical race theory helps reveal the necessity and benefits of this approach. Chicana o epistemology then becomes the basis for the development of a new methodological approach to research in Chicana o communities. The method itself is grounded in social justice, both as objective and as process. The most significant contribution of this work is that in attempting to reshape methods through a Chicana o epistemology it addresses the ways in which researchers can effectively participate in community efforts at transformation and empowerment. 相似文献
5.
Luis Radford 《Educational Studies in Mathematics》2000,42(3):237-268
The purpose of this article, which is part of a longitudinal classroom research about students' algebraic symbolizations,
is twofold: (1) to investigate the way students use signs and endow them with meaning in their very first encounter with the
algebraic generalization of patterns and(2) to provide accounts about the students' emergent algebraic thinking. The research
draws from Vygotsky's historical-cultural school of psychology, on the one hand, and from Bakhtin and Voloshinov's theory
of discourse on the other, and is grounded in a semiotic-cultural theoretical framework in which algebraic thinking is considered
as a sign-mediated cognitive praxis. Within this theoretical framework, the students' algebraic activity is investigated in the interaction of the individual's
subjectivity and the social means of semiotic objectification. An ethnographic qualitative methodology, supported by historic,
epistemological research, ensured the design and interpretation of a set of teaching activities. The paper focuses on the
discussion held by a small group of students of which an interpretative, situated discourse analysis is provided. The results
shed some light on the students' production of (oral and written) signs and their meanings as they engage in the construction
of expressions of mathematical generality and on the social nature of their emergent algebraic thinking.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
6.
Jeppe Skott 《Educational Studies in Mathematics》2004,55(1-3):227-257
Current developments in mathematics education require teachers to play a different and more profound role than few years ago. The first half of this article discusses the theoretical background of these developments in terms of their epistemological and meta-mathematical orientations. Based on this theoretical analysis, the teacher's new role is summed up as one of forced autonomy. Next, the article summarises two different responses on the part of the research community to the situation of forced autonomy. These are the ones of focussing primarily on teachers' meta-mathematical and mathematical qualifications. Subsequently, the results of an empirical study are outlined. These results are used both to develop an empirically grounded elaboration of the notion of forced autonomy and to challenge the above-mentioned responses on the part of the research community. The concluding section calls for the adoption of broad perspectives on teacher qualifications, integrating pedagogical, mathematical and meta-mathematical perspectives. 相似文献
7.
This paper offers a personal view of the need for and uses of theory in educational research. It draws on the work of two exemplary theorists to point up the epistemological role of theory in making research possible and making it reflexive. The second section of the paper deploys some recent ideas and research from class theory and class analysis to suggest some of the limitations of the use of social class in current educational research and some ways of thinking differently about class. 相似文献
8.
This article portrays the conceptual journey of three professionals as they grapple with the epistemological, ontological and axiological underpinnings of grounded theory within the context of practice‐based research. Writing from the stance of ‘epistemorph,’ the authors use the concepts of ‘functionalist drift’ and ‘interpretive drift’ to depict the intellectual crosscurrents set in motion by their taken‐for‐granted assumptions about the nature of knowledge. An evolving set of questions reflects shifts in thinking that occur as these assumptions are surfaced and examined. From the ‘ground’ of this journey, the authors come to an interpretive reframing of key ‘logics’ of the grounded theory method including theoretical sensitivity, theoretical sampling, coding, constant comparative analysis and memoing. 相似文献
9.
扎根理论作为一种质性研究范式,自21世纪初被引至国内教育研究领域后,便得到广泛应用。就实践论、方法论、本体论三重逻辑而言,教育研究中扎根理论应然的价值表征为以价值与事实的勾连,化解教育研究危机;以定量方法和定性方法的调和,缓冲教育研究的方法范式之争;以艺术与科学的融合,廓清教育学的本质属性。然而,在相关研究的实然样态下,扎根理论在实践论、方法论、本体论层面上分别暴露出应用形式桎梏、人文情怀缺位及扎根精神淡薄的问题。为此,教育研究者亟需对扎根理论进行祛魅,一要创生扎根理论的"时代风格",助推实践过程的"理论自觉";二要重塑扎根理论的"人文情怀",警惕方法层面的"花拳绣腿";三要重视研究过程的"扎根精神",回归扎根理论的"初心终旨",以实现扎根理论在我国教育研究中应然价值本真与实然价值追求的统一。 相似文献
10.
Keith S. Taber 《International Journal of Science Education》2013,35(5):469-487
'Grounded theory' may be used to bridge between case studies and large-scale surveys, which enables the strengths of both to be combined in the same research programme. Starting with detailed in-depth studies of individual cases, a general model may be constructed through the key processes of 'theoretical sensitivity', 'theoretical sampling' and 'theoretical saturation'. Unlike most qualitative methodology, the grounded theory approach claims to produce testable outcomes: grounded theory is intended to lead to predictions which may be subject to traditional experimental and statistical testing. This paper describes one example of the application of a grounded theory approach to research into the learning of science, and considers the generalizability of the research results. 相似文献
11.
Andree Tiberghien Jacques Vince Pierre Gaidioz 《International Journal of Science Education》2013,35(17):2275-2314
Design‐based research, and particularly its theoretical status, is a subject of debate in the science education community. In the first part of this paper, a theoretical framework drawn up to develop design‐based research will be presented. This framework is mainly based on epistemological analysis of physics modelling, learning and teaching hypotheses. It includes grand theories, a specific theory that following Cobb, Confrey, diSessa, Lehrer, and Schauble is a “humble theory” in the sense that it does “real work”, and tools for design. In the second part, we will show how this specific theory and its tools led designers to develop teaching resources in the case of a teaching sequence on mechanics (Grade 10). We will explain how the components of the specific theory and tools guide the design at different levels; the conceptual structure of the teaching sequence, the chronology of the activities, the various choices of the type of activity and their wording. This presentation makes the bases of designing teaching resources explicit and therefore allows for scientific debate. 相似文献
12.
Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat. 相似文献
13.
Michael D. Sheehan R. Burke Johnson 《Educational technology research and development : ETR & D》2012,60(1):131-153
The purpose of this research was to probe the philosophical beliefs of instructional designers using sound philosophical constructs
and quantitative data collection and analysis. We investigated the philosophical and methodological beliefs of instructional
designers, including 152 instructional design faculty members and 118 non-faculty professionals. We used the Philosophy of
Social Science Inventory, a 52-item questionnaire, to measure 20 beliefs within four categories. We probed four ontological
beliefs (ontological realism, ontological relativism, physicalism, and idealism); five epistemological beliefs (epistemological
relativism, fallibilism, epistemological objectivity, rationalism, and empiricism); three axiological beliefs (ethical realism,
ethical relativism, and valueneutrality in research); and eight methodological beliefs (nomothetic, idiographic and critical
methods, scientific naturalism, humanism, and quantitative, qualitative and mixed methods). Our research questions included
(a) What are the predominant philosophical and methodological beliefs of instructional designers? (b) Do instructional design
faculty and non-faculty instructional designers, identifying with different research methodologies, hold different sets of
philosophical beliefs? and (c) What relationships exist between philosophical beliefs and age, gender, ethnicity, level of
education, and/or years of service? Overall, the philosophical profile of instructional designers can reasonably be described
as pragmatic. Belief characterizations of methodological subgroups (e.g., those identifying with qualitative, quantitative,
or mixed methods research) generally supported our hypotheses. Although demographic variables (except gender) were not singularly
important, our analyses suggest that a combination of ethnicity, gender, research preference, and level of education can be
used to predict philosophical and methodological beliefs. 相似文献
14.
N. B. Biswas 《美中教育评论》2007,4(7):1-14,22
In this paper, the researcher will examine various points of view of the different epistemological schools of thoughts in the first section of the paper. This will be followed by the analysis of the knowledge base and pedagogical reasoning in the second section. The third section of the paper will be devoted to examine the modem pedagogical practices which will be followed by the interpretation of the integration process of the content and pedagogy in the fourth section of the paper. The fifth section will reflect the implication of the finding of the study for preparing the successful teacher by making the balance of the knowledge base of teacher and the pedagogical knowledge. The whole paper has a great relevance with regard to preparing teachers for a changing context, because it has dealt with core components of knowledge and pedagogy. 相似文献
15.
DAVID SCOTT 《Journal of Philosophy of Education》2005,39(4):633-646
In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is possible; and that critical realism is the most appropriate meta-theory to underpin the use of empirical research methods. Further to this, unhelpful dualisms between quantitative and qualitative methodologies, and between structure and agency, are discussed in relation to neo-realist and critical realist perspectives. 相似文献
16.
Some writers in the measurement literature have been skeptical of the meaningfulness of achievement standards and described the standard-setting process as blatantly arbitrary. We argue that standard setting is more appropriately conceived of as a measurement process similar to student assessment. The construct being measured is the panelists' representation of student performance at the threshold of an achievement level. In the first section of this paper, we argue that standard setting is an example of stimulus-centered measurement. In the second section, we elaborate on this idea by comparing some popular standard-setting methods to the stimulus-centered scaling methods known as psychophysical scaling. In the third section, we use the lens of standard setting as a measurement process to take a fresh look at the two criticisms of standard setting: the role of judgment and the variability of results. In the fourth section, we offer a vision of standard-setting research and practice as grounded in the theory and practice of educational measurement . 相似文献
17.
The Third International Mathematics and Science Study (TIMSS) placed Slovene 9 year olds significantly above the international mean in mathematics and English 9 year olds significantly below. As the project to be described here shows, however, such findings can mask finer differences in numerical abilities and problem-solving which qualitative analysis can reveal. While performance in arithmetic tasks of English 6 year olds was superior to Slovene pre-schoolers of the same age, at 7 years Slovene pupils had caught up and between 8 and 11 years forged ahead. By contrast, Slovene pupils were not quite so successful at problem-solving tasks in comparison with the English sample. Possible improvements, in the first place, might be obtained by a careful synthesis of curricula and instructional strategies but is this too simple a solution? A major goal of this paper will be to provide insight into the limitations of large-scale international studies and research methodologies as well as advocate qualitative approaches which, if not challenging such studies certainly complement and enrich them by setting out to answer another set of research questions. This paper also raises important questions about cultural differences which influence the aims and philosophy of education both directly and indirectly. 相似文献
18.
Mustafa Serdar Köksal 《Journal of Science Teacher Education》2011,22(7):661-677
The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors
regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with
one another. Based on this relationship, the purpose of this study was to investigate the relationship between components
of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The study was conducted
with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected
data was analyzed by the multiple linear regression technique. The results showed that only the belief about “existence of
one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions
and implications of the study will be discussed. 相似文献
19.
Wendy Luttrell 《International Journal of Research & Method in Education》2013,36(2):183-185
This paper is about teaching and learning across the so‐called quantitative–qualitative divide in light of current debates in the US about the definition and quality of educational research. It draws on the author’s research and teaching experiences, her role in the redesign of qualitative methods coursework and participation in a school‐wide effort to improve doctoral training at Harvard Graduate School of Education. The paper explores institutional, cultural and psychological reasons for why the quantitative–qualitative divide persists, including researchers’ own anxieties. It is argued that epistemological tensions in educational research should be sustained and embraced rather than resolved in favor of one side over the other, as is too often the case. The author identifies how qualitative research departs from the quantitative model, placing distinct demands upon students who are learning the craft, and offers suggestions for what might help the process. 相似文献
20.
ABSTRACT—The theme of Usable Knowledge in Mind, Brain, and Education will be a special section that will appear regularly in the journal. The section will focus on the synergistic connections between biology, cognitive science, and human development on the one hand and educational thought, policy, and practice on the other. Efforts to create usable knowledge in mind, brain, and education focus on questions that relate research and theory to educational practice, involving pedagogy and learning, discussions of how best to conduct ethical and valid research that crosses disciplinary boundaries, and consideration of how to use such research to promote responsible policy. 相似文献