by Brent Kilbourn — 2006
The generic qualities of a qualitative doctoral dissertation proposal are discussed in this article, including how they relate to the dissertation and to the nature of a research university. Standard parts of a proposal are discussed and reasons given for the role each plays.
by Cynthia Ballenger & Ann Rosebery — 2003
Many questions remain among both teachers and researchers about the research methods used in teacher research, about how theory is used, about what people are doing when they do it, about the values behind it, and about how it can be best used.
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 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 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 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 Nancy Pine — 1992
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 N. 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 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.
by Joann Jacullo-Noto — 1984
Interactive research and development can be an effective staff development strategy for experienced teachers. The teacher takes the role of researcher and the university professor acts as a team member in this partnership. Problems and prospects of implementing this program are discussed.
by Tom Bird — 1984
The concepts of mutual adaptation and mutual accomplishment are used in an analysis of implementation of a delinquency prevention research and development program. Success from the perspective of both the developer and the participant is described.
by Gary Griffin & Susan Barnes — 1984
An examination of an attempt to change teaching practices
by David Ericson & Frederick Ellet, Jr. — 1982
The difficulties surrounding the application of educational research are explored from the point of view that an empirical understanding of the social sciences is not as effective as a common sense approach to human behavior called "interpretative understanding." Shortcomings of empiricist methodology, laws, and interpretation are discussed.
by Raymond Moore — 1982
Research on early childhood education, child development, and school readiness is used to support the argument that formal schooling for children under 8 or 10 years old is less desirable than home-based instruction. Research on neurophysiology, social-emotional development, cognitive development, school entrance age, parental potential, and other subjects is discussed.
by Lorene Stringer — 1970
This article is a discussion of an innovative approach to intensive group experience for educators.
by Jim Vander Putten — 2006
Explicit criteria have been widely published to accurately evaluate both quantitative and qualitative research. Peer review that uses one paradigm on the basis of the other, however, is inappropriate at best, raises ethical questions in regard to fairness, and can have dire consequences for faculty careers.
