Related Research Articles
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
A case study is an in-depth, detailed examination of a particular case within a real-world context. For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time like the operations of a specific political campaign, to an enormous undertaking like world war, or more often the policy analysis of real-world problems affecting multiple stakeholders.
Qualitative research is a type of research that aims to gather and analyse non-numerical (descriptive) data in order to gain an understanding of individuals' social reality, including understanding their attitudes, beliefs, and motivation. This type of research typically involves in-depth interviews, focus groups, or observations in order to collect data that is rich in detail and context. Qualitative research is often used to explore complex phenomena or to gain insight into people's experiences and perspectives on a particular topic. It is particularly useful when researchers want to understand the meaning that people attach to their experiences or when they want to uncover the underlying reasons for people's behavior. Qualitative methods include ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis. Qualitative research methods have been used in sociology, anthropology, political science, psychology, communication studies, social work, folklore, educational research, information science and software engineering research.
Autoethnography is a form of ethnographic research in which a researcher connects personal experiences to wider cultural, political, and social meanings and understandings. It is considered a form of qualitative and/or arts-based research.
Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.
Gloria Jean Ladson-Billings FBA is an American pedagogical theorist and teacher educator known for her work in the fields of culturally relevant pedagogy and critical race theory, and the pernicious effects of systemic racism and economic inequality on educational opportunities. Her book The Dreamkeepers: Successful Teachers of African-American Children is a significant text in the field of education. Ladson-Billings is Professor Emerita and formerly the Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin–Madison.
Photovoice is a qualitative research method used in community-based participatory research that gathers participant-taken photographs and narratives to translate experience into actionable knowledge. Photovoice is commonly used in the fields of community development, international development, public health, and education. According to Wang and Burris, the creators of the process, a photovoice project should aim to: (1) empower individuals to document and reflect on community assets and concerns, (2) invite critical dialogue and create knowledge about important community issues while using photographs as a medium for group discussion, (3) reach policymakers and stakeholders. Photos taken by participants are used as reference material to guide discussion and interviews in groups, with researchers, or both. Unlike traditional interviews, photovoice does not solely rely on verbal communication. Since participants address issues non-verbally with photographs, photovoice can be used to overcome social, cultural and linguistic barriers to communication. As a result, photovoice can be implemented with participants regardless of age, education level, language, gender, race, class, disability, etc. Photovoice is used to gather new insights and perspectives that raise awareness of hidden or overlooked issues and aspects of a given community.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
Education sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education including education policy. Subfields include comparative education, educational research, instructional theory, curriculum theory and psychology, philosophy, sociology, economics, and history of education. Related are learning theory or cognitive science.
An interview in qualitative research is a conversation where questions are asked to elicit information. The interviewer is usually a professional or paid researcher, sometimes trained, who poses questions to the interviewee, in an alternating series of usually brief questions and answers. They can be contrasted with focus groups in which an interviewer questions a group of people and observes the resulting conversation between interviewees, or surveys which are more anonymous and limit respondents to a range of predetermined answer choices. In addition, there are special considerations when interviewing children. In phenomenological or ethnographic research, interviews are used to uncover the meanings of central themes in the life world of the subjects from their own point of view.
David Ian Hanauer is Professor of Applied Linguistics/English at Indiana University of Pennsylvania and the Lead Assessment Coordinator for the SEA-PHAGES program at the University of Pittsburgh. He is the editor of the Scientific Study of Literature journal, the official publication of IGEL. Hanauer is an applied linguist specializing in assessment and literacy practices in the sciences and poetic inquiry. He has authored or co-authored over 75 journal articles and book chapters as well as 8 books. Hanauer’s research agenda is typified by the combination of qualitative and quantitative methods, as well as arts-based approaches, and scientific measurement of concepts traditionally considered abstract, such as voice in written text, project ownership and poeticity.
Janice Margaret Morse in Blackburn, Lancs., UK to New Zealand parents. She is an anthropologist and nurse researcher who is best known as the founder and chief proponent of the field of qualitative health research. She has taught in the United States and Canada. She received PhDs in transcultural nursing and in anthropology at the University of Utah, where she later held the Ida May “Dotty” Barnes and D Keith Barnes Presidential Endowed Chair in the College of Nursing at University of Utah,. She is also an Emerita Distinguished Professor at the University of Utah and Professor Emerita at the University of Alberta. She is founder of three journals and created four scholarly book series on qualitative research. She was Founding Director of the International Institute of Qualitative Methodology at University of Alberta, the longest standing research institute on qualitative inquiry in the world.
Art-based research is a mode of formal qualitative inquiry that uses artistic processes in order to understand and articulate the subjectivity of human experience.
Marina Umaschi Bers is the Augustus Long Professor of Education at Boston College. Bers holds a secondary appointment in Boston College's Department of Computer Science. Bers directs the interdisciplinary DevTech Research Group, which she started in 2001 at Tufts University. Her research involves the design and study of innovative learning technologies to promote children's positive development. She is known for her work in the field of early childhood computer science with projects of national and international visibility. Bers is the co-creator of the free ScratchJr programming language, used by 35 million children, and the creator of the KIBO robotic kit, which has no screens or keyboards.
Laura Mary O'Dwyer is a professor of Measurement, Evaluation, and Statistics at Boston College known for her work on examining the impact of technology in education, especially science education, and for quantifying outcomes for K-12 student success.
Colette Agnes Daiute is an American developmental and educational psychologist known for her research on human development under conditions of adversity and in rapidly changing environments. She studies how the social emotional development of children, youth and adults interacts with circumstances including social displacement, migration, discrimination, and economic inequality.
Mary Winston "Missy" Morton is a New Zealand academic, and is Professor of Disability Studies and Inclusive Education at the University of Auckland. Her research interests include inclusive curriculum, assessment and pedagogies.
Sean Michael Lessard is a Cree-Canadian author, researcher, public speaker, a former adjunct professor at the University of Regina and currently an associate professor at the University of Alberta.
Jeong-Hee Kim is an educational scholar who serves as professor and department chair of Curriculum & Instruction at Texas Tech University. She is known for her work regarding narrative inquiry, phenomenology, and curriculum theory.
F. Michael Connelly is a Canadian academic known for his contributions to narrative inquiry. He is a professor emeritus at the University of Toronto's Ontario Institute for Studies in Education (OISE). He joined the university in 1968 and later served as the Director and Founder of the Centre for Teacher Development, as well as Chair of the Department of Curriculum. He founded and previously edited the academic journal Curriculum Inquiry. Connelly later directed the joint doctoral program with between OISE and the Hong Kong Institute of Education.
References
- 1 2 Clandinin, D. Jean (July 4, 2018). "Reflections From a Narrative Inquiry Researcher". LEARNing Landscapes. 11 (2): 17–23. doi:10.36510/learnland.v11i2.941. ISSN 1913-5688. Archived from the original on March 26, 2024. Retrieved June 1, 2024.
- 1 2 "Narrative Research in Education". Oxford Bibliographies . Retrieved May 31, 2024.
- ↑ Mertova, Patricie; Webster, Leonard (October 16, 2019). Using Narrative Inquiry as a Research Method: An Introduction to Critical Event Narrative Analysis in Research, Teaching and Professional Practice (2nd ed.). Routledge. ISBN 978-0-429-75528-6.
- ↑ Wallace, Belle (January 1990). "Book Review: Classroom Practice Teacher Images in Action". Gifted Education International. 6 (3): 201–201. doi:10.1177/026142949000600318. ISSN 0261-4294.
- ↑ Calderhead, James (January 1988). "Classroom practice: Teacher images in action". Teaching and Teacher Education. 4 (3): 287–288. doi:10.1016/0742-051X(88)90008-X.
- ↑ Dodd, Anne Wescott (January 1989). "Teachers as Curriculum Planners: Narratives of Experience. By E. Michael Connelly and D. Jean Clandinin. New York: Teachers College Press, 1988". NASSP Bulletin. 73 (513): 88–89. doi:10.1177/019263658907351318. ISSN 0192-6365.
- ↑ Cole, Ardra (November 1990). "Book Reviews : Teachers as Curriculum Planners: Narratives of Experience F. Michael Connelly & D. Jean Clandinin New York: Teachers College Press and Ontario: OISE Press, 1988. 231 + xvi pp". Journal of Teacher Education. 41 (5): 63–65. doi:10.1177/002248719004100509. ISSN 0022-4871.
- ↑ Roulet, Geoffrey (1998). "Teachers' Professional Knowledge Landscapes". Canadian Journal of Education. 23 (2): 224. doi:10.2307/1585987. Archived from the original on February 16, 2020. Retrieved June 1, 2024.
- ↑ Boje, David M. (June 2002). "Book Reviews". Human Relations . 55 (6): 734–740. doi:10.1177/0018726702556008. ISSN 0018-7267.
- ↑ Preissle, Judith (November 2001). "Book Review: Narrative Inquiry: Experience and Story in Qualitative Research". Field Methods . 13 (4): 412–414. doi:10.1177/1525822X0101300406. ISSN 1525-822X.
- ↑ Thomas, Michael (February 2015). "Book Review: D. Jean Clandinin, Engaging in Narrative Inquiry". Qualitative Research . 15 (1): 126–128. doi:10.1177/1468794114520885. ISSN 1468-7941.
- ↑ Caine, Vera (August 2014). "Book Review: Engaging in Narrative Inquiry , by D. Jean Clandinin". Qualitative Health Research . 24 (8): 1162–1164. doi:10.1177/1049732314544197. ISSN 1049-7323.
- ↑ Freitas, André (October 28, 2019). "Engaging in Narrative Inquiries with Children and Youth, by Jean Clandinin, Vera Caine, Sean Lessard and Janice Huber". Qualitative Research in Education. pp. 378–380. doi:10.17583/qre.2019.4813.
- ↑ Mäkelä, Petra (September 6, 2022). "Narrative Inquiry by Vera Caine, D. Jean Clandinin and Sean Lessard". The Sociological Review Magazine. doi:10.51428/tsr.dzgm8955. Archived from the original on May 22, 2024. Retrieved June 1, 2024.
- ↑ Thomas, Kate Carruthers (March 2024). "Book Review: Vera Caine, D Jean Clandinin and Sean Lessard, Narrative Inquiry: Philosophical Roots". Sociological Research Online. 29 (1): 281–282. doi:10.1177/13607804231173777. ISSN 1360-7804. Archived from the original on May 22, 2024. Retrieved June 1, 2024.
- ↑ "Handbook of narrative inquiry; mapping a methodology". Reference and Research Book News. 22 (2). May 2007.
- ↑ "Composing lives in transition; a narrative inquiry into the experiences of early school leavers". Reference & Research Book News. 28 (3). June 2013.