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Research Methods

by Lisa Petrides & Susan Guiney — 2002
While there has been a great deal of recognition in the business world that information and knowledge management can be vital tools in organizations, it is only recently that educational administrators have begun to look at how they might use information systems to assist in creating effective learning environments. In the business research environment, the evolution from data to information and from information to knowledge plays a leading role in shaping how organizations develop strategies and plans for the future. Using examples from schools, this paper illustrates how knowledge management can enable schools to examine the plethora of data they collect, and how an ecological framework can be used to transform these data into meaningful information.

by Ray McDermott — 2001
This paper offers an analysis of Mead’s contributions and contradictions in two sections, one on her ethnography, the other on her legacy applied to the problems of education in the contemporary United States, particularly her rarely noticed contributions to a theory of learning.

by Frances Kochan & Carol Mullen — 2001
Fairness and justice in collaborative authorship practice.

by Brent Kilbourn — 2001
A detailed analysis of a sample first paragraph of a thesis

by Gary Natriello — 2000

by TC Record — 2000
Advice on beginning a paper

by Gary Natriello — 1998

by Gary Natriello — 1998

by Floyd Hammack — 1997
This article identifies and examines the ethical issues surrounding teacher research, especially when the participants of the research are the teachers' own students.

by Richard Lipka — 1997
In this chapter I propose ways to achieve greater clarity in this area of research in service learning. Given the public nature of service learning, care must be taken during the life of a project to make data-based decisions that maintain fidelity to its expressed purposes. Examining the steps and procedures in gathering data is the purpose of this chapter.

by Gary Natriello — 1997

by Caroline Clark & Pamela Moss — 1996
In this article, we examine the ethical and epistemological implications of shifting from a strictly teacher-centered group to include students in a collaborative co-researching experience.

by Mara Krechevsky, Thomas Hoerr & Howard Gardner — 1995
In what follows, we look in somewhat greater depth at two prototypical efforts: Project Spectrum, Project Zero's first "lab" effort to investigate some of the implications of MI theory for the assessment of the strengths of young children; and the New City School, an ambitious "field" effort to implement MI theory throughout an urban elementary school. We conclude with an accounting of some of the lessons that we have drawn from these two strands of application, in terms of the criteria of effectiveness that we have just outlined.

by Amelia Kreitzer & George Madaus — 1994
Bloom's Taxonomy made its way into the pool of professional knowledge for educators despite criticism-sometimes quite harsh-on logical, philosophical, psychological, and empirical grounds. This last area is the subject of this chapter. Specifically, we review the empirical investigations of the hierarchical structure of the Taxonomy.

by F. Connelly & D. Clandinin — 1994
The title of this paper evokes memories and stories of working with teachers in their classrooms, of engaging in sustained conversations with groups of teachers, and of writing narratives with participants of our shared work. The title may bring forward similar stories for other readers. For us, it is these stories that ground our knowledge of the promise of collaborative research for school improvement.

by J. Atkin — 1994
A group of seven mentor teachers embarked in 1988 on such an enterprise. I was one of two people from a university who assisted them. This chapter is anchored in that particular effort. The study in which the teachers engaged is used here as a vehicle for highlighting questions that seem to be associated with teachers engaging in research that has a policy focus. The study and the circumstances surrounding it are also used to illustrate how research of this type by teachers is different from (and usefully supplements) the kinds of studies that engage more conventionally oriented educational researchers when they try to illuminate and affect policy.

by Ann Lieberman & Lynne Miller — 1994
Our intention in this chapter is to explore teacher research and its necessary embeddedness in organizational conditions that support school development and change. We begin by presenting three case studies of teachers involved in research, each representing a different organizational context. We later build on these cases to develop understandings about the relationship between teacher research and the transformation of schools.

by Robert Boostrom, David Hansen & Philip Jackson — 1993
Discusses the importance of teachers and researchers learning to appreciate one another's professional roles to bridge the gap between research and practice. Information comes from meetings between teachers and researchers as part of a three-year study to discover how moral concerns permeate school life.

by Patricia Campbell & Selma Greenberg — 1993
In this chapter we explore equity issues in educational research methods. We cover these issues and examine how a view of females and males as "opposite" challenges the legitimacy of using "difference-based research" in studies of gender. We also consider ways that equity concerns are being addressed through the rethinking of the uses of traditional methods as well as the development of new methods.

by Nancy Pine — 1992

by Thomas Cook — 1991
As its etymology suggests, quasi-experimentation is "almost-like" experimentation. But it is not much like experimentation as it is practiced in the natural sciences where materials are often inert, considerable control over testing conditions is possible, and numerically precise predictions are commonplace.

by David Carr — 1991
Examines the shared cognitive dimensions of cultural institutions like museums, libraries, and parks, suggesting they make similar situations for transmitting information. This article encourages a critical understanding of public cultural institutions to enlarge the potential for discourse about their analysis and criticism. Heuristic questions for understanding cultural institutions are presented.

by D. Phillips — 1991
The purpose of the following discussion is to highlight some of the ramifications for the field of education of these developments concerning our understanding of science.

by Susan Lytle & Marilyn Cochran-Smith — 1990
Systematic intentional inquiry by teachers makes accessible some of teachers' expertise and provides universities and schools with unique perspectives on teaching and learning. A four-part working typology of teacher research is proposed, with examples of the four types: journals, essays, oral inquiry processes, and classroom studies.

by Harry Broudy — 1990
The author argues that the persistent criticism of teachers and of teacher education programs is due in part to the absence of a "consensus of the learned" about how teachers should be educated. Broudy’s position is that a working consensus could be established through a case-study method in teacher education if cases were developed to portray important problems identified by teachers as typical and recurrent in their professional practice.

by Nicholas Gage — 1989
This article presents three versions of what may happen in post-1989 research on teaching. In the first version, the quantitative approach dies of wounds inflicted by its critics. In the second, different approaches work in harmony, and in the third, the wars continue among competing approaches to educational research.

by Nathan Dickmeyer — 1989
The concepts of metaphor, model, and theory are defined and used to show how social science research in general, and education research in particular, has differed from Popper's description of natural science research.

by Susan Fuhrman, William Clune & Richard Elmore — 1988
Initial findings from a five-year study of the educational reform process and its effects are reported. Findings derive from interviews with state and local policymakers and educators in 24 districts and 59 schools from 6 states. Areas discussed are politics of reform, state role, student standards and teacher-related policies.

by Margret Buchmann — 1987
In this chapter I consider the import of this critique for research communication. What can educational researchers say to practitioners, and what, as Dewey put it, are "the traits that mark off opinion and assent from authorized convictions?" What rhetoric used in communication is appropriate to (educational) research as a form of knowing?

by Sharon Oja & Maryellen Ham — 1984
A collaborative action research project studied how teachers in groups function at different developmental stages. Implications for staff development are described.

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