Publishing qualitative research in the Journal of Educational Psychology: Synthesizing research perspectives across methodological silos.

2020 ◽  
Vol 112 (3) ◽  
pp. 579-583 ◽  
Author(s):  
Tanner LeBaron Wallace ◽  
Eric Kuo
Keyword(s):  
Qualitative Research ◽  
Educational Psychology ◽  
Research Perspectives

Combining Qualitative Research Perspectives and Methods for Critical Social Purposes

2014 ◽  
Vol 7 (1) ◽  
pp. 130-153 ◽  
Author(s):  
Michelle Salazar Pérez ◽  
Gaile S. Cannella ◽  
Cinthya M. Saavedra
Keyword(s):  
Qualitative Research ◽  
Research Perspectives ◽  
Critical Social

Questioning

2014 ◽  
pp. 1161-1179
Author(s):  
Wilson Ozuem
Keyword(s):  
Qualitative Research ◽  
Study Strategy ◽  
Feedback Information ◽  
Knowledge And Beliefs ◽  
Research Perspectives ◽  
Life Issues ◽  
Meaningful Connections ◽  
Embedded Case Study ◽  
Learning And Achievement

Questioning and dialogue provide a framework for sharing educational objectives with students and for charting their progress. However, such an approach can generate feedback information that can be used by students to enhance learning and achievement. Moreover, the feedback generated from good “questioning and dialogue” could help tutors realign their teaching in response to the needs of learners. Organisations or institutions of learning, which integrate productive questioning and dialogue as part of their classroom practices and commitments to students, provide enhanced meaningful connections between what their students are studying and the relevance both their thinking and their knowledge has in comprehending life issues and solving problems. Drawing on qualitative research perspectives and adopting an embedded case study strategy, this chapter addresses the following questions: What are the connections between good questioning and student learning and achievement? What conscious knowledge and beliefs do tutors hold about productive questioning in their classes? The study findings indicate that learners need to be motivated to ask questions and encouraged to get involved in discussions. Tutors should consider “think-pair share strategy” in their classroom delivery.

Qualitative Research - State of the Art

2002 ◽  
Vol 41 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Uwe Flick
Keyword(s):  
Qualitative Research ◽  
Narrative Analysis ◽  
Quantitative Research ◽  
Social Research ◽  
State Of The Art ◽  
Research Perspectives ◽  
The Future ◽  
Recent Developments ◽  
German Speaking ◽  
And Gender

The background of this article is the observation that the methodological discussions about qualitative research in German-speaking and Anglo-Saxon contexts are quite different. The article gives an overview of the state of the art of qualitative research in terms of its methodological development and its establishment in the broader field of social research. After some brief remarks about the history of the field, the major research perspectives and schools of qualitative research - grounded theory, ethnomethodology, narrative analysis, objective hermeneutics, life-world analysis, ethnography, cultural and gender studies - are outlined against the background of recent developments. The establishment of qualitative research is discussed with reference to the examples of the German and International Sociological Associations (DGS and ISA), to developments in the area of textbooks and handbooks, and to the founding of specialized journals. Methodological trends such as the move to visual and electronic data, triangulation of methods and the hybridization of qualitative procedures are discussed. In conclusion some perspectives are outlined which are expected to become more important in the future of qualitative research or which are seen as demands for further clarification. Beside the use of computers and further clarification on linking qualitative and quantitative research, and the limits and problems of such linkage, further suggestions concerning the ways of presenting appropriate and at the same time compulsory criteria for qualitative research are mentioned. Trends in building schools and developing research pragmatics, on the one hand, and a tendency towards elucidation and mystification of methodological procedures, on the other hand, are identified as tensional fields in methodological discussions in qualitative research. Finally a stronger internationalization in different directions and answering the question of indication are discussed as needs for the future of qualitative research.

scholarly journals Using qualitative research perspectives to inform patient engagement in research

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Michelle Phoenix ◽  
Tram Nguyen ◽  
Stephen J. Gentles ◽  
Sandra VanderKaay ◽  
Andrea Cross ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Patient Engagement ◽  
Research Perspectives ◽  
Patient Engagement In Research

scholarly journals NILAI - NILAI PSIKOLOGI PENDIDIKAN DALAM SEJARAH HIDUP BUYA HAMKA

2020 ◽  
Vol 24 (2) ◽  
pp. 174-185
Author(s):  
Muhammad Ilham ◽  
Mudjiran Mudjiran ◽  
Hafizah Hafizah
Keyword(s):  
Qualitative Research ◽  
Educational Psychology ◽  
Research Library ◽  
Literature Study ◽  
Library Research ◽  
Scientific Disciplines ◽  
Life Journey ◽  
Focus Point

The presence of a figure always has implications for changes in society. His life journey became a reference and inspiration. One of them is Buya Hamka. Known as a figure who has an authoritative mastery of knowledge in various scientific disciplines. One of them, in the field of educational psychology. The author discusses several of Buya Hamka's autobiographical books which aim to see the philosophical-ethological contribution and its relevance in the field of educational psychology. This research is categorized into qualitative research, the type of research library research, with its epistemological focus point on literature study. The results showed that there are philosophical-epistemological values ??in the study of educational psychology based on Buya Hamka's life journey, such as honesty, intelligence, tenacity, consistency, forgiveness, and egalitarian spirit, which are very functional and relevant to current education.

Qualitative Designs and Methodologies for Business, Management, and Organizational Research

2020 ◽  
Author(s):  
Robert P. Gephart ◽  
Rohny Saylors
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Social Science ◽  
Empirical Research ◽  
Research Design ◽  
Research Question ◽  
Research Process ◽  
Qualitative And Quantitative ◽  
Research Perspectives ◽  
Research Designs

Qualitative research designs provide future-oriented plans for undertaking research. Designs should describe how to effectively address and answer a specific research question using qualitative data and qualitative analysis techniques. Designs connect research objectives to observations, data, methods, interpretations, and research outcomes. Qualitative research designs focus initially on collecting data to provide a naturalistic view of social phenomena and understand the meaning the social world holds from the point of view of social actors in real settings. The outcomes of qualitative research designs are situated narratives of peoples’ activities in real settings, reasoned explanations of behavior, discoveries of new phenomena, and creating and testing of theories. A three-level framework can be used to describe the layers of qualitative research design and conceptualize its multifaceted nature. Note, however, that qualitative research is a flexible and not fixed process, unlike conventional positivist research designs that are unchanged after data collection commences. Flexibility provides qualitative research with the capacity to alter foci during the research process and make new and emerging discoveries. The first or methods layer of the research design process uses social science methods to rigorously describe organizational phenomena and provide evidence that is useful for explaining phenomena and developing theory. Description is done using empirical research methods for data collection including case studies, interviews, participant observation, ethnography, and collection of texts, records, and documents. The second or methodological layer of research design offers three formal logical strategies to analyze data and address research questions: (a) induction to answer descriptive “what” questions; (b) deduction and hypothesis testing to address theory oriented “why” questions; and (c) abduction to understand questions about what, how, and why phenomena occur. The third or social science paradigm layer of research design is formed by broad social science traditions and approaches that reflect distinct theoretical epistemologies—theories of knowledge—and diverse empirical research practices. These perspectives include positivism, interpretive induction, and interpretive abduction (interpretive science). There are also scholarly research perspectives that reflect on and challenge or seek to change management thinking and practice, rather than producing rigorous empirical research or evidence based findings. These perspectives include critical research, postmodern research, and organization development. Three additional issues are important to future qualitative research designs. First, there is renewed interest in the value of covert research undertaken without the informed consent of participants. Second, there is an ongoing discussion of the best style to use for reporting qualitative research. Third, there are new ways to integrate qualitative and quantitative data. These are needed to better address the interplay of qualitative and quantitative phenomena that are both found in everyday discourse, a phenomenon that has been overlooked.

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