scholarly journals From the Book ‘Becoming Critical’: A Short Dialogue for Educator

2020 ◽  
Vol 1 (2) ◽  
pp. 59-73
Author(s):  
Suryawahyuni Latief ◽  
Wolter Parlindungan Silalahi ◽  
Yeni Rachmawati
Keyword(s):  
Action Research ◽  
Educational Research ◽  
Narrative Analysis ◽  
Critical Reflection ◽  
Meaning Making ◽  
Philosophy Of Education ◽  
Doctoral Level ◽  
Pros And Cons ◽  
Research In Education ◽  
Basic Philosophy

This paper performs a narrative analysis of the basic philosophy of education book. The book, “becoming critical” was written by Carr and Kemmis (1986). Authors rise up again this old book due to the whole content is essential for educator, students from undergraduate to doctoral level. In simple, the book narrated three basic educational research methodologies among all chapters: technical-theoretical-positivism, practical-interpretative-hermeneutics, and critical-reflection-emancipatory paradigm. Narrative is the central mechanism for meaning making. It is the multiple representations used to reference and make sense of human experience. Dealing with the pros and cons of those paradigms, this paper gives a brief memory to educator in doing research in education. To sum up, this paper illustrated education, knowledge, and action research.

scholarly journals Qualitative and Quantitative Debates in Contemporary Educational Research

2016 ◽  
Vol 7 (5) ◽  
pp. 1323-1327
Author(s):  
Muftahu Jibirin Salihu
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Data Collection ◽  
Educational Research ◽  
The Other ◽  
Research Paradigm ◽  
Qualitative And Quantitative ◽  
Research In Education ◽  
Conducting Research ◽  
Single Formula

This research paper will begin with philosophically exploring the saying “The Researcher You Are Is The Person You Are”. This provide an insight on the views and the perspectives of the researcher on the research as a subject. Subsequently, the other contents of the paper are divided into two major sections. The first section discusses the Qualitative and Quantitative philosophical and theoretical debates in contemporary educational research; Qualitative and Quantitative approaches in educational research; Objectivity and Subjectivity in educational research; Links between Data Collection and Data Analysis in educational research. The second part of the paper discussed the action research in education and the reflection of the person you are is the researcher you are in educational research settings. Finally, the paper conclude that there is no single formula when it comes to conducting research in education, each and every researcher regardless of his or her area of study would always be conducting research based on what he or she thinks and deems is the best research paradigm and method to adopt. However, there are some confident guiding principles that their application guarantee effectiveness to a certain degree in educational research.

Perspectives, Strategies, and Propositions for Cultivating Inclusive Educational Environments

2022 ◽  
pp. 144-178
Author(s):  
Ananí M. Vasquez ◽  
Mary Lou
Keyword(s):  
Student Learning ◽  
Educational Research ◽  
Inclusive Education ◽  
Professional Learning ◽  
Educational System ◽  
Critical Analysis ◽  
Critical Reflection ◽  
Meaning Making ◽  
Educational Environments ◽  
Creative Learning

This chapter activates a rethinking of educational system deep structures and proposes perspectives, strategies, and interactive propositional tasks for cultivating inclusive educational environments. Neurotypicality in deep structures has been used to bolster ableism and oppression, impeding the development of inclusion in schools and supporting the ongoing exclusion of intersectional, neurodiverse individuals. Inclusive education could be reimagined using a neurodiversity perspective, promoting strategies for critical analysis of deep structures and strategies for creative learning, and engaging with experimental propositions for practice that invite educators to engage with creative learning concepts. Creative learning, as personal and collaborative meaning-making, also extends beyond student learning to professional learning and educational research. Readers are asked to engage with and beyond the text in critical reflection toward purposeful action.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

scholarly journals Action Research in Education: Addressing Gaps in Ethical Principles and Practices

2007 ◽  
Vol 36 (7) ◽  
pp. 401-407 ◽  
Author(s):  
Amanda L. Nolen ◽  
Jim Vander Putten
Keyword(s):  
Action Research ◽  
Teacher Educators ◽  
Ethical Issues ◽  
Professional Associations ◽  
Institutional Review Boards ◽  
Systematic Research ◽  
Institutional Review ◽  
Research In Education ◽  
K 12 ◽  
Review Boards

Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K–12 school professionals and teacher educators, and national professional and representative organizations.

Basic and Applied Research in Education: Definitions, Distinctions, and Implications

1968 ◽  
Vol 38 (2) ◽  
pp. 263-276 ◽  
Author(s):  
John Carroll
Keyword(s):  
Social Sciences ◽  
Educational Research ◽  
Applied Research ◽  
Basic Research ◽  
Research In Education ◽  
Basic And Applied Research

The author draws on the natural and social sciences to illustrate differences and interactions between applied and basic research in education. From this discussion he concludes that there is ample justification for further financial and intellectual support of the basic research component in education, and calls for a better balance in the support of basic and applied educational research.

scholarly journals Revisiting a Boy Named Jim

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691880916
Author(s):  
Katherine Bischoping
Keyword(s):  
Narrative Analysis ◽  
Health Research ◽  
Meaning Making ◽  
Vicarious Traumatization ◽  
Childhood Experience ◽  
Good Story ◽  
Common Criteria ◽  
Qualitative Health Research ◽  
The Social ◽  
Analysis Strategies

Using examples from qualitative health research and from my childhood experience of reading a poem about a boy devoured by a lion (Belloc, 1907), I expand on a framework for reflexivity developed in Bischoping and Gazso (2016). This framework is unique in first synthesizing works from multidisciplinary narrative analysis research in order to arrive at common criteria for a “good” story: reportability, liveability, coherence, and fidelity. Next, each of these criteria is used to generate questions that can prompt reflexivity among qualitative researchers, regardless of whether they use narrative data or other narrative analysis strategies. These questions pertain to a broad span of issues, including appropriation, censorship, and the power to represent, using discomfort to guide insight, addressing vicarious traumatization, accommodating diverse participant populations, decolonizing ontology, and incorporating power and the social into analyses overly focused on individual meaning-making. Finally, I reflect on the affinities between narrative – in its imaginatively constructed, expressive, and open-ended qualities – and the reflexive impulse.

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.

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