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Understanding Educational Enquiry
- 1. 2009 ESH 714 UNDERSTANDING EDUCATIONAL ENQUIRY University of Tasmania 1
- 2. ESH 714 Serena Tan Quee Lan 2009 Understanding Educational Enquiry My portfolio of work Submit To: Professor Rosemary Callingham From: qltan Email: qltan@utas.edu.au 2
- 3. MIND MAP • Types of • Questionnaire Approaches s • Moderator • Interviews Variable • Observation Paradigms Practicalities What How EDUCATIONAL RESEARCH When Why Quality in Ethical • Research Research Issues • Ethical question Dilemmas • Politics & • Research & educational Children Research 3
- 4. What VARIBLES Independe Dependent Va r i a b l e s nt Variables 4
- 5. What TYPES OF APPROACHES Research Research Paradigms Approaches Types Conflict Paradigm Ethno methodology Non- Structural experimental Functionalism Feminist 1. Macro- Paradigms Micro-theory Rational 2. Qualitative Objectivity & Quantitative Reconsidered True Experiment Positivism Quasi- experimental 5
- 6. What RESEARCH METHODOLOGIES Historical Action Ethnograph Research ic Methodologi es Observatio n Survey Experimenta Interviews l 6
- 7. How PRACTICALITIES Polls and Survey Questionnaires Interviews Data Collection Participant Observer Observations Non- participant Observer 7
- 8. How CONDUCTING AN EDUCATIONAL RESEARCH 1. Review Literature Clarify concepts and 2. 8. variables Methodology Recommen Experimental dation and , Quasi- Application experiment or Narrative 3. 7. Data Define Measurements Analysis Research Techniques Statistical and Question and Data Interpretative Collection Methods 4. Sampling 6. Recording Random or Systematic Selective processing of Sample size data collected 5. Data Population Collections Observations, Interviews, Surveys, Questionnaires 8
- 9. IDEA AND METHOD Whe n 9
- 10. IDEA DRIVE APPROACH TO RESEARCH Whe n Research Questions Ethical Issues Research Methodologies 10
- 11. IDEA DRIVEN RESEARCH APPROACH Whe n Well defined Research Questions Ethical Methodolog Issue y Literature Review Quality Outcomes 11
- 12. METHODOLOGY DRIVEN RESEARCH APPROACH Whe n Literature Review Ethical Issues Research Question Quality Outcome 12
- 13. IDEOLOGY, POLITICS AND PRAGMATISM Why Politic s Confidentiali Research No Harm ty And Trust with Rigorous Children method Ethics in Research Respect Informed & Consent Rights Quality Ethical Outcome Code of Conduct 13
- 14. SAFEGUARDING HIGH ETHICAL STANDARD IN RESEARCH Why • National Statement on Ethical Ethical Conduct in Human Research Guidelines • Code of Professional Ethics and Practices • Researcher honesty • Academician Morale Obligation watchdog • Institutional Review Board • Informed consent Individual • Confidentiality Rights to • Privacy • No harm 14
- 15. REFERENCES • Buckingham, J. (2003). Class Size and Teacher Quality. Educational Research for Policy and Practice 2: 71-86, 2003. Netherlands: Kluwer Academic Publishers. • Burns, R.B. (2000). (4th Ed.). Introduction to Research Methods. Australia: Pearson Education Australia. Charles, C. M. (1998). (3rd Ed.). Introduction to Educational Resesarch. N.Y.: Addison Wesley Longman. • Hemmings, A. (2006). Great Ethical Divides: Bridging the Gap Between Instituational Review Boards and Researchers. Educational Researcher (2006, May), 12-18. • Elliott, J. (1990). Educational Research in Crisis: Performance indicators and the decline in excellence. British Educational Research Journal. Vol. 16(1), 1990. • Lawson, A.E. (2005). Editorial: Conducting high quality research. International Journal of Science and Mathematics Education. 3(1), 1-5. • Edmonds, C.N. (2003). Ethical Considerations When Conducting Research on Children in the Worst Forms of Child Labour in Nepal. International Labour Organization (ILO), International Programme on the Elimination of Child Labour (IPEC), Geneva. • Ng, P.T. (2003). The Singapore School and the School Excellence Model. Educational Research for Policy and Practice 2: 27–39, 2003. • Elliott, J. (1990). Educational Research in Crisis: Performance indicators and the decline in excellence. British Educational Research Journal. Vol. 16(1), 1990. • Gage, N. L. (1989). The Paradigm Wars and Their Aftermath, A “historical” sketch of research on teaching since 1989. Educational Researcher (1989), p. 4-10. • Husen, T. (1988). Research Paradigms in Education. Interchange. 19(1): 2-13. • Keeves, J. P. (1997) (Ed.). (2nd Ed.). Educational Research, Methodology: An international Handbook. Australia: Pergamon. • Le Compete, M. D., Millroy, W. J., & Preissle, J. (Eds.). (1992). The Handbook of Qualitative Research in Education. New York: Academic Press, Inc. (Chapter 1, Posturing Qualitative Inquiry by Harry F. Wolcott). • Riehl, C. (2006). Feeling Better: A Comparison of Medical Research and Education Research. Educational Researcher (2006, June/July), 24-29. • Rodwell, W. G. (2009). „Death by a thousand cuts‟: A History of the Tasmanian Essential Learnings Curriculum: 2000-2006. University of Tasmania (Unpublished PhD. Thesis). 15
- 16. THANK YOU 16
Notas del editor
- Read Babbie, Chapter 3, pp. 81-89Education research is political in nature - we cannot avoid that aspect. To what extent is this an issue? Read the sections in Babbie, especially about Social Research and Race. To what extent do you think the points made by Babbie are applicable in Australia today? Do we, intentionally or not, bias our research in favour of a particular viewpoint? How does the media influence our perspectives? Ideology, politics and pragmatismEducation deals with literacy, training for skills, shaping of mind and thinking. It is easy for teachers, particularly primary school teachers (of young children) to believe that educational research is free from tempering of politics….. we are in ivory tower of sorts. Often teachers willingly engage in action research, reaping satisfaction from working collaboratively with colleagues to come up with innovative teaching instruction from their classes and documenting them for the benefits of the school and educational institutions, only to find that their works are not supported because of lack of funding, or due to political policies that are beyond them. This is very disheartening for them, but it is a true fact of life. Some real life examples are the issue of Bilingualism that happened both in America and here in Australia, involving the Black American (Crawford, 2002) and Australian Aborigines (Nicholls, 2005). I appreciate the work of researchers like Crawford, Nicholls and Dr Macpherson (1998) who worked for a period here in University of Tasmania. Employing the method of historical research, they revisited the records and artefacts that documented the turns of events that showed how politics had an agenda on education. Although we should not judge history from our present perspective because we have the advantage of ‘hindsight’, the works of these researchers are as lights to the path. Indeed a good researcher must not only guard against personal subjectivity and biasness, they must also ensure high ethical standard and quality of research, and at the same time be courageous to stand up for one’s perception of the truth. Babbie is rather straight forward in stating some political agenda of politicians who center on the substance and use of research…. To shape people’s thinking, willingness to follow orders from higher authority and to make people more obedient. There are also politicians who use educational issues or research as weapon to bring down one’s political opponent. How far should a researcher be partial in one’s political stand and beliefs? These are decision academicians and researchers have to make. While one can never be totally objective, Babbie in quoting Max Weber, that researchers must at least be ‘unencumbered by personal values if it was to make a special contribution to society’. This is true that high quality research should be objective. Perhaps a good guarding principle for researchers would be to expose fallacy and bring up the truth, wither this truth is subject to one’s ideology. Reference: Crawford, J. (2002). Agenda for Inaction: A Critique of the National Research Council Report Improving Schooling for Language-Minority Children.International Journal of the Sociology of Language, 155/156 (2002): 93-99 http://ourworld.compuserve.com/homepages/Jwcrawford/agenda.htm Macpherson, R. J. S. (1997). Learning Accountability in Tasmania: The Move from Command to Neo-Pluralist Politics. International Electronic Journal for Leadership in Learning. Vole (1997) Macpherson 1(5). http://www.ucalgary.ca/iejll/macpherson Macpherson, R. J. S.(1998) The politics of accountability : educative and international perspectives. Thousand Oaks, Calif.: Corwin Press Nicholls, C. (2005). Death by a Thousand Cuts: Indigenous Language Bilingual Education Programmes in the Northern Territory of Australia, 1972-1998. International Journal of Bilingual Education and Bilingualism, Volume 8(2 & 3) March 2005, pp.160 - 177