scholarly journals Vive la Différence? Comparing “Like with Like” in Studies of Learners’ Ideas in Diverse Educational Contexts

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Keith S. Taber
Keyword(s):  
Educational Research ◽  
Research Design ◽  
International Research ◽  
Research Programme ◽  
Active Area ◽  
Public Knowledge ◽  
Educational Context ◽  
New Knowledge ◽  
Original Contribution ◽  
The Status

This paper considers the status of educational research that looks to replicate previous findings in a novel educational context, taking as its focus an active area of research in a range of national contexts: studies into students’ ideas about scientific topics. The paper considers the circumstances under which a “replication” study should be considered to offer original new knowledge worthy of publication in international research journals. It is argued here that there are sound principled reasons to expect studies undertaken in different educational contexts to be able to contribute to a progressive research programme, and so researchers should be encouraged to undertake such work. However, technically competent papers submitted to prestigious journals will be rejected if they are considered to merely replicate previous work without offering novel empirical or theoretical content that is considered to make an original contribution. This paper explores the basis for welcoming research “testing-out” published findings in new contexts and considers the place of such studies within a progressive research programme. This analysis can inform research design for those looking to explore learners’ ideas in local educational contexts, by offering clear guidance on the forms of research likely to offer significant contributions to public knowledge.

Descriptive Research Design

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Music Education ◽  
Research Design ◽  
Teaching And Learning ◽  
Observational Research ◽  
Descriptive Research ◽  
Entry Points ◽  
The Status ◽  
Scientific Endeavor ◽  
Design Options ◽  
Survey Designs

This chapter presents two of the most prominent approaches to the design of descriptive research in music education. Simply creating depictions of music teaching and learning experiences that are organized and illustrative of the variation that can exist in any given setting is a worthwhile scientific endeavor in and of itself. Descriptive research is most typically an exploration of what is, what exists, and/or the status of any given topic of interest. The first section deals with basic steps in observational research designs, and the second section outlines critical features of survey designs. These fundamental research design options are excellent entry points for emerging scholars and when employed imaginatively can yield many benefits for the profession.

Is it only ‘What works’ that ‘Counts’ in New Knowledge Economies? Evidence-based Practice, Educational Research and Teacher Education in Australia

2002 ◽  
Vol 1 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Education Policy ◽  
Educational Research ◽  
Research Policy ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nation States ◽  
New Knowledge ◽  
Knowledge Economies ◽  
Key Issues ◽  
Research In Education

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

The ESRC Growing Older research programme, 1999–2004

2004 ◽  
Vol 24 (5) ◽  
pp. 657-674 ◽  
Author(s):  
ALAN WALKER
Keyword(s):  
Quality Of Life ◽  
Social Research ◽  
Research Programme ◽  
Later Life ◽  
Evidence Base ◽  
Active Ageing ◽  
New Knowledge ◽  
Full Capacity ◽  
The Uk

This article introduces the seven specially commissioned papers in this special issue of Ageing & Society from the projects funded by the UK Economic and Social Research Council's Growing Older Programme. The ESRC Programme has been the largest single investment in social sciences research on ageing in the United Kingdom. It comprised 24 projects and, when operating at full capacity, 96 researchers. The article details the background to the Programme, its commissioning process, its eventual structure and how it operated. Then a selection is made of some of the ways in which the Programme has contributed new knowledge to social gerontology. No attempt is made to achieve comprehensive coverage of the Programme's topics but rather a selection is presented of the new insights generated under its six themes: defining and measuring quality of life, inequalities in quality of life, technology and the built environment, healthy and active ageing, family and support networks, and participation and activities in later life. The projects were spread unevenly across these themes but important new knowledge has been produced under each theme. The conclusion emphasises the scientific contribution of the Programme and especially the extent to which older people's own attitudes, aspirations and preferences have been at the forefront, but it questions whether or not policy makers and practitioners will use this major evidence base.

scholarly journals Improving the Utility of Non-Significant Results for Educational Research

2020 ◽  
Author(s):  
Peter Adriaan Edelsbrunner ◽  
Christian Thurn
Keyword(s):  
Educational Research ◽  
Educational Theory ◽  
Status Quo ◽  
Competence Model ◽  
P Values ◽  
Research And Teaching ◽  
Reliable Evidence ◽  
The Status ◽  
Current Practices

Non-significant results have the potential to further our understanding of what does not work in education, and why. We make three contributions to harness this potential and to improve the usage and interpretation of non-significant results. To evaluate current practices, we conduct a review of misinterpretations of non-significant p-values in recent educational research. The review indicates that over 90% of non-significant results are erroneously interpreted as indicating the absence of an effect, or a difference compared to a significant effect. Researchers sometimes link these misinterpretations with potentially erroneous conclusions for educational theory, practice, or policy. To improve the status quo and make non-significant results more informative, we provide a detailed framework based on which researchers can design, conduct, and analyze studies that yield reliable evidence regarding the actual absence of an effect. In addition, we provide a competence model that researchers can use to guide their own research and teaching.

DFID’s new urban discourse: a critique

2020 ◽  
Vol 91 (5) ◽  
pp. 461-474
Author(s):  
Ronald McGill
Keyword(s):  
Research Programme ◽  
African Cities ◽  
New Knowledge ◽  
Urban Discourse ◽  
Late Entrant

DFID is a self-confessed late entrant to the urban discourse. Two major recent proposals give this assertion credence. First is the collective Cities and Infrastructure for Growth (CIG) programme, to strengthen the management of urban and energy sectors and boost investment in infrastructure. Second is the African Cities Research Programme, to produce new knowledge and evidence on African cities as systems. In turn, from both practical and research standpoints, they seek to reduce poverty and enhance national prosperity through the known advantages of urbanisation, while impacting on its negative dimensions. This critique seeks to test the assumptions underscoring both proposals.

Player Agency, Team Responsibility, and Self-Initiated Change

2021 ◽  
pp. 103-126
Author(s):  
Fredrik Rusk ◽  
Matilda Ståhl ◽  
Kenneth Silseth
Keyword(s):  
Educational Research ◽  
Meaning Making ◽  
The Other ◽  
Educational Context ◽  
Learning Trajectories ◽  
Dialogic Approach ◽  
Inherent Part ◽  
Over Time

An important aspect of what constitutes beginning gamers' learning trajectories is guidance from experienced players. However, there is little educational research on these processes within a competitive gaming scene. In this chapter, the authors analyse the mentor-apprentice relationship in a team in the multiplayer FPS CS:GO within an esports and educational context. By assuming a dialogic approach to agency and meaning making, they analyse how the team orients towards the apprentice's agency and how the apprentice responds to these orientations. The other players' orientations towards the apprentice's decisions indicate that support diminishes, and responsibility and expectations grow over time. Communication and collaboration appear to be an inherent part of functioning as a team and teaching others in the team, and all players are expected to develop agency and reach a level of independence. In the chapter, they show and discuss how this happens.

scholarly journals Building communities of trust: Challenges for disability

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Alexander M. Phiri
Keyword(s):  
Human Rights ◽  
Civil Society ◽  
International Research ◽  
Research Agenda ◽  
Research Programme ◽  
Development Research ◽  
Research Partnerships ◽  
People With Disability ◽  
The Disabled ◽  
Disability Research

This article asks questions about power and partnership in disability research in Africa. Research has been located too much in one type of organisation or another and not sufficiently in the interaction between a range of legitimate stakeholders. Across Africa and Europe, and government and civil society dialogues, the African development research agenda must be owned by Africans. Fully inclusive national and international research partnerships are crucial, but they must be driven from Africa. European constructions of and interventions concerning people with disability have often been inhumane, seeking to eliminate them from society. African cultures have also stigmatised people with disability. I call for a new African-driven research agenda that promotes the human rights of people with disability, and has people with disability not only participating in this research, but directing it. The Southern African Federation of the Disabled (SAFOD) Research Programme (SRP) is breaking new ground in this regard by allowing ‘the researched’ to become ‘the researcher’.

The Potential of World Philology

2016 ◽  
Vol 1 (1-4) ◽  
pp. 396-418 ◽  
Author(s):  
Islam Dayeh
Keyword(s):  
International Research ◽  
Research Programme ◽  
Textual Scholarship

Drawing on recent calls for a return to philology and on the experience of the international research programme “zukunftsphilologie: Revisiting the Canons of Textual Scholarship” this essay seeks to problematise these calls by examining some of the potential and fruitful avenues of inquiry as well as some of the challenges that lie ahead for a future “world philology.”

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