The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum

Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening “reflective space” for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals. We conclude with a discussion of the power of digital images in learning stories and inquiry.

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Research Methods to Study and Empower Crowd Workers

10.1093/oso/9780198860679.003.0009 ◽

2021 ◽

pp. 164-184

Author(s):

Saiph Savage ◽

Carlos Toxtli ◽

Eber Betanzos-Torres

Keyword(s):

Artificial Intelligence ◽

Machine Learning ◽

Research Methods ◽

Real World ◽

Intelligent Systems ◽

Quantitative Information ◽

Learning Models ◽

Professional Goals ◽

Career Growth ◽

Machine Learning Models

The artificial intelligence (AI) industry has created new jobs that are essential to the real world deployment of intelligent systems. Part of the job focuses on labelling data for machine learning models or having workers complete tasks that AI alone cannot do. These workers are usually known as ‘crowd workers’—they are part of a large distributed crowd that is jointly (but separately) working on the tasks although they are often invisible to end-users, leading to workers often being paid below minimum wage and having limited career growth. In this chapter, we draw upon the field of human–computer interaction to provide research methods for studying and empowering crowd workers. We present our Computational Worker Leagues which enable workers to work towards their desired professional goals and also supply quantitative information about crowdsourcing markets. This chapter demonstrates the benefits of this approach and highlights important factors to consider when researching the experiences of crowd workers.

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Teacher Inquiry, Research, And Pedagogical Documentation

Documentation and Inquiry in the Early Childhood Classroom ◽

10.4324/9781315465012-1 ◽

2017 ◽

pp. 3-18

Author(s):

Linda R. Kroll

Keyword(s):

Teacher Inquiry ◽

Pedagogical Documentation

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What does it mean to teach ‘interpretively’?

Learning and Teaching ◽

10.3167/latiss.2016.090105 ◽

2016 ◽

Vol 9 (1) ◽

pp. 73-84 ◽

Cited By ~ 2

Author(s):

Jennifer Dodge ◽

Richard Holtzman ◽

Merlijn van Hulst ◽

Dvora Yanow

Keyword(s):

Social Sciences ◽

Policy Analysis ◽

Research Methods ◽

Research Approach ◽

Interpretive Research ◽

Roundtable Discussion ◽

Interpretive Policy Analysis ◽

International Conference ◽

Interpretive Perspective ◽

Interpretive Turn

The ‘interpretive turn’ has gained traction as a research approach in recent decades in the empirical social sciences. While the contributions of interpretive research and interpretive research methods are clear, we wonder: Does an interpretive perspective lend itself to – or even demand – a particular style of teaching? This question was at the heart of a roundtable discussion we organised at the 2014 Interpretive Policy Analysis (IPA) International Conference. This essay reports on the contours of the discussion, with a focus on our reflections upon what it might mean to teach ‘interpretively’. Prior to outlining these, we introduce the defining characteristics of an interpretive perspective and describe our respective experiences and interests in this conversation. In the hope that this essay might constitute the beginning of a wider conversation, we close it with an invitation for others to respond.

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Addressing Socio-technical Issues in Built Environment Research: A Philosophical Premise

Urban Development Issues ◽

10.2478/udi-2020-0004 ◽

2020 ◽

Vol 65 (1) ◽

pp. 45-52

Author(s):

Maren Mallo Daniel ◽

Jurbe Joseph Molwus ◽

Joseph Tanko Nkup ◽

Nenrot Gombwer Wuyokwe

Keyword(s):

Built Environment ◽

Research Methods ◽

Social Research ◽

Qualitative Approach ◽

Interpretive Research ◽

Fire Incident ◽

Environment Research ◽

Research Problems ◽

Technical Issues ◽

Single Method

AbstractResearchers within the built environment disciplines have increasingly drawn on a plurality of social methods in order to enrich their research. Three decades down the line the place of philosophy in the choice of appropriate research methods is yet to be appreciated by some built environment researchers. Consequently, a lack of adventure in interpretive research, wrong choice of methods and underrepresentation of the qualitative approach are reported, which suggests the existence of a knowledge gap. This study is aimed at illustrating the philosophical premise for employing social research methods to address socio-technical issues in built environment research. In achieving this, reference was made to a fire incident in a student dormitory in Nigeria as a problem upon which contrasting–subjectivist and objectivist–philosophical positions were examined. The consideration of these philosophical positions and the choices that resulted from both spectrums were seen to have their strengths and weaknesses. To offset the weaknesses in each approach while also leveraging on the strengths that each approach offers, the paper illustrated how a compromise–pragmatist–position can be reached to allow for the choice of, and mixing of multi-methods to solve research problems that could not be adequately solved using any single method.

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Interpretive research

The International Journal of Logistics Management ◽

10.1108/ijlm-07-2018-0187 ◽

2019 ◽

Vol 30 (2) ◽

pp. 395-413 ◽

Cited By ~ 7

Author(s):

Jessica L. Darby ◽

Brian S. Fugate ◽

Jeff B. Murray

Keyword(s):

Supply Chain ◽

Research Methods ◽

Social Implications ◽

Future Research ◽

Interpretive Research ◽

Philosophical Perspective ◽

Content Type ◽

Middle Range ◽

Interpretive Approach ◽

Practical Implications

Purpose Scholars have called for diversity in methods and multi-method research to enhance relevance to practice. However, many of the calls have only gone so far as to suggest the use of multiple methods within the positivism paradigm, which dominates the discipline and may constrain the ability to develop middle-range theory and propose workable solutions to today’s supply chain challenges. The purpose of this paper is to present a rationale for expanding the methodological toolbox of the field to include interpretive research methods. Design/methodology/approach This research conceptually illustrates how positivist and interpretive philosophies translate into different research approaches by reviewing an extant positivist qualitative study that uses grounded theory and then detailing how an interpretive researcher would approach the same phenomenon using the hermeneutic method. Findings This research expands the boundaries and impact of the field by broadening the set of questions research can address. It contributes a detailed illustration of the interpretive research process, as well as applications for the interpretive approach in future research, particularly theory elaboration, middle-range theorizing, and emerging domains such as the farm-to-fork supply chain and the consumer-based supply chain. Research limitations/implications The development of alternative ways of seeking knowledge enhances the potential for creativity, expansion, and progress in the field. Practical implications Practical implications of this research include enabling researchers to elaborate theory and develop middle-range theories through an alternative philosophical paradigm. This paradigm facilitates practical insights that are directly relevant to particular domains and move beyond general theories seeking generalizability. Social implications Social implications of this research are much more indirect in nature. This research encourages supply chain management (SCM) scholars to look at phenomena (including those with social implications) from a different philosophical perspective, which can reveal new insights. Originality/value This research contributes a rationale for expanding the methodological toolbox of the field to include interpretive research methods and also contributes a methodological operationalization of the interpretive approach. By reflecting on the nature of science and method in SCM, the study opens the door for creativity and progress to expand the boundaries and impact of the field.

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Student perceptions of relevance in a research methods course

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-09-2016-0058 ◽

2017 ◽

Vol 9 (3) ◽

pp. 394-406 ◽

Cited By ~ 2

Author(s):

Leanne Owen

Keyword(s):

Student Perceptions ◽

Research Methods ◽

Causal Link ◽

Self Report ◽

Methods Course ◽

Direct Result ◽

Content Type ◽

Course Content ◽

Professional Goals ◽

Self Report Data

Purpose The purpose of this paper is to demonstrate that a deliberate effort to link course content to students’ personal or professional goals results in increased student perceptions of relevance. Design/methodology/approach Self-report data were collected using questionnaires that were administered to students in a research methods course over a period of three semesters. Results were compared in order to determine whether the introduction of guest speakers, hands-on activities, and pertinent video clips fostered greater perceptions of relevance in specific learning units. Findings Although there was some variation, data revealed that students reported the greatest increases in their perceptions of specific course content as relevant if that content was explicitly and clearly linked to a potentially practical professional application. Research limitations/implications The sample size was inconsistent and self-report studies may be viewed as unreliable. The instrument used may benefit from the inclusion of concrete behavioral frequency statements. Practical implications If faculty members can make explicit connections and persuade students’ perceptions of the relevance of course content, students may develop greater motivation to learn, a deeper understanding of the material, and a propensity for long-term transfer. Originality/value Although a number of studies have investigated the causal link between perceived relevance of course content and the attainment of academic or professional goals, none have tracked changes in student perceptions of relevance as a direct result of deliberate faculty efforts to make the relevance of course content explicitly clear for students.

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