UTILIZATION OF THE RESEARCH COMPLIANCE MATRIX IN EDUCATIONAL RESEARCH DESIGN AND

2021 ◽  
Vol 6 (15) ◽  
pp. 887-944
Author(s):  
ERDOĞAN KAYA
Keyword(s):  
Educational Research ◽  
Research Design ◽  
Compliance Matrix ◽  
Research Compliance

scholarly journals Vive la Différence? Comparing “Like with Like” in Studies of Learners’ Ideas in Diverse Educational Contexts

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Keith S. Taber
Keyword(s):  
Educational Research ◽  
Research Design ◽  
International Research ◽  
Research Programme ◽  
Active Area ◽  
Public Knowledge ◽  
Educational Context ◽  
New Knowledge ◽  
Original Contribution ◽  
The Status

This paper considers the status of educational research that looks to replicate previous findings in a novel educational context, taking as its focus an active area of research in a range of national contexts: studies into students’ ideas about scientific topics. The paper considers the circumstances under which a “replication” study should be considered to offer original new knowledge worthy of publication in international research journals. It is argued here that there are sound principled reasons to expect studies undertaken in different educational contexts to be able to contribute to a progressive research programme, and so researchers should be encouraged to undertake such work. However, technically competent papers submitted to prestigious journals will be rejected if they are considered to merely replicate previous work without offering novel empirical or theoretical content that is considered to make an original contribution. This paper explores the basis for welcoming research “testing-out” published findings in new contexts and considers the place of such studies within a progressive research programme. This analysis can inform research design for those looking to explore learners’ ideas in local educational contexts, by offering clear guidance on the forms of research likely to offer significant contributions to public knowledge.

Overcoming Challenges to Impactful SoTL

2020 ◽  
pp. 366-387
Author(s):  
Sherry Fukuzawa ◽  
Dianne Ashbourne ◽  
Fiona Rawle
Keyword(s):  
Educational Research ◽  
Research Design ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Institutional Culture ◽  
Faculty Members ◽  
Ethical Considerations ◽  
Scholarship Of Teaching ◽  
Scholarly Identity ◽  
Institutional Challenges

In order for teaching and learning to improve throughout an institution, the Scholarship of Teaching and Learning (SoTL) must be valued within institutional culture and contribute to the scholarly identity of researchers. This chapter emphasizes some of the challenges for SoTL researchers, whether educational developers or faculty members, to consider as they begin their foray into educational research. SoTL challenges are divided into four inter-related themes: (1) scholarly identity, (2) institutional challenges, (3) accessing and searching the SoTL literature, and (4) conducting SoTL research (SoTL research design, methodology, funding and time commitments, and ethical considerations). The chapter includes a series of opportunities and resources to help SoTL researchers reframe these challenges into opportunities for their institutions.

Mixing Methodologies

2022 ◽  
pp. 222-242
Author(s):  
Jo Denton
Keyword(s):  
Educational Research ◽  
Research Design ◽  
Quantitative Methods ◽  
Methodological Approach ◽  
Empirical Methods ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Sliding Scale ◽  
Cyclical Process ◽  
Theoretical Standpoint

Should research in a particular field follow the traditional or favoured methodologies associated with that field, or, if it is desirable for the empirical methods of research to be mixed, can the same not be said for the theoretical standpoint of the research design? Does mixing methodologies imply that methodologies can be placed on a sliding scale to create a new methodology from combining elements of the old; or does it imply an iterative or cyclical process, using a suitable methodology for the stage in the research? This chapter explores what combining qualitative and quantitative methods actually means in terms of social and educational research and how this can assist in developing a mixed methodological approach suitable for addressing wicked problems faced in education in the rapidly evolving Anthropocene epoch. To address these issues, the chapter proposes a new term for combining methodologies: ‘omniduction,' which encompasses induction, deduction and abduction and utilises each as the research, rather than the researcher, dictates.

Rethinking Discussions of Justice in Educational Research: Formative Justice, Educational Liberalism, and Beyond

2016 ◽  
Vol 118 (10) ◽  
pp. 1-16
Author(s):  
Winston C. Thompson
Keyword(s):  
Educational Research ◽  
Research Design ◽  
Conceptual Analysis ◽  
Educational Justice ◽  
General Shape ◽  
Philosophical Work ◽  
Fields Of Study ◽  
Background Context

Background/Context Educational research tends to borrow accounts of justice from scholarship embedded within the structures and commitments of other disciplines or fields of study. This has created a body of educational research that largely responds to the “justice” goals of those disciplines rather than education qua education. Purpose/Focus of Study Responding to the context, this article questions whether educational research might be able to forward its own account of justice. This educational form of justice (formative justice) would allow educational researchers to pose questions that are primarily concerned with education on its own terms. Research Design This philosophical work provides a conceptual analysis of an account of justice within educational research. Conclusions/Recommendations This article finds that educational researchers can indeed pursue an educational account of justice. By detailing the benefits and general shape of a theory of educational justice (“justice as preservation”) embedded within educational liberalism, this article suggests that educational researchers can utilize their unique insights and expertise to pose educational questions within previously under-explored areas.

Mixing Methodologies

2019 ◽  
pp. 84-109
Author(s):  
Jo Denton
Keyword(s):  
Educational Research ◽  
Research Design ◽  
Quantitative Methods ◽  
Methodological Approach ◽  
Empirical Methods ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Sliding Scale ◽  
Cyclical Process ◽  
Theoretical Standpoint

Should research in a particular field follow the traditional or favoured methodologies associated with that field, or, if it is desirable for the empirical methods of research to be mixed, can the same not be said for the theoretical standpoint of the research design? Does mixing methodologies imply that methodologies can be placed on a sliding scale to create a new methodology from combining elements of the old; or does it imply an iterative or cyclical process, using a suitable methodology for the stage in the research? This chapter explores what combining qualitative and quantitative methods actually means in terms of social and educational research and how this can assist in developing a mixed methodological approach suitable for addressing wicked problems faced in education in the rapidly evolving Anthropocene epoch. To address these issues, the chapter proposes a new term for combining methodologies: ‘omniduction,' which encompasses induction, deduction and abduction and utilises each as the research, rather than the researcher, dictates.

A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Jackie A Hartigan-Rogers ◽  
Sandra Redmond ◽  
Shelley Cobbett ◽  
Karlene Cifuentes ◽  
Deena Honan ◽  
...  
Keyword(s):  
Data Analysis ◽  
Psychometric Properties ◽  
Educational Research ◽  
Research Design ◽  
Multiple Choice ◽  
Educational Institutions ◽  
Multiple Choice Questions ◽  
Item Discrimination ◽  
Schools Of Nursing ◽  
Quasi Experimental

AbstractThere is nearly a century of educational research that has demonstrated that three option multiple-choice questions (MCQs) are as valid and reliable as four or five option, yet this format continues to be underutilized in educational institutions. This replication study was a quasi-experimental between groups research design conducted at three Canadian schools of nursing to examine the psychometric properties of three option MCQs when compared to the more traditional four option questions. Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or mean examination scores when MCQs were administered with three versus four option answer choices.

scholarly journals The role of supporting technologies in a mixed methods research design

Comunicar ◽  
2020 ◽  
Vol 28 (65) ◽  
pp. 53-63
Author(s):  
Francesca-M. Dagnino ◽  
Yannis Dimitriadis ◽  
Francesca Pozzi ◽  
Bartolomé Rubia-Avi ◽  
Juan-I. Asensio-Pérez
Keyword(s):  
Mixed Methods ◽  
Educational Research ◽  
Research Design ◽  
Delphi Study ◽  
Mixed Methods Research ◽  
Research Field ◽  
Technology Enhanced Learning ◽  
Revisión Sistemática ◽  
Enhanced Learning

Nowadays, technologies play a key role in educational research processes, especially in the context of complex designs or integrative perspectives (qualitative and quantitative). Affordances provided by new tools and technological devices are constantly impacting the way educational research is carried out. Consequently, this growing importance (and dependence on) technology for educational research calls for a deeper reflection, not only about its clear benefits, but also about its potential drawbacks and limitations. This paper explores this tension in a specific mixed-methods research design aimed at understanding the barriers preventing the adoption of Learning Design (LD) tools/methods, a significant problem in the research field of Technology Enhanced Learning (TEL). Different actors (teachers and researchers) were involved in the research design, which included a systematic literature review, a Delphi study and a case study. Such an articulated design required the adoption of technologies to support the process in all its phases. The paper describes the main methodological implications of the employed technologies in the different methods applied and in the overall research. The conclusions of the paper highlight that while technologies definitely support a higher level of complexity and articulation of the research design, they might also lead to superficial or biased results. En la actualidad las tecnologías desempeñan un papel fundamental en los procesos de investigación educativa, especialmente cuando se realizan diseños complejos o desde perspectivas integradoras (Cuantitativas y Cualitativas). Las facilidades ofrecidas por nuevas herramientas y dispositivos tecnológicos influyen constantemente en la forma en que se lleva a cabo la investigación educativa. Por consiguiente, esta creciente importancia de la tecnología para la investigación educativa exige una reflexión más profunda, no sólo sobre sus evidentes beneficios, sino también sobre sus posibles inconvenientes y limitaciones. En este artículo se explora esa tensión en un diseño de investigación desde una estrategia mixta centrada en la identificación y comprensión de las barreras que impiden la adopción de herramientas/métodos de Diseño de Aprendizaje, un problema importante en el campo del aprendizaje mejorado por tecnología (Technology Enhanced Learning). Diferentes actores (profesores e investigadores) han participado en el diseño de la investigación, que incluye una revisión sistemática de la literatura, un estudio Delphi y un estudio de caso, generando un diseño muy articulado con tecnologías para cada fase. En el documento se describen las principales repercusiones metodológicas de las tecnologías empleadas en los diferentes métodos aplicados y en la investigación en general. Las conclusiones del documento ponen de relieve que, si bien las tecnologías apoyan en gran medida un nivel alto de complejidad y ayudan a articular el propio diseño, también pueden dar lugar a resultados superficiales o sesgados.

scholarly journals Development of Physical Activity Play Management to Improve Prosocial Behavior

2019 ◽  
Vol 8 (6S3) ◽  
pp. 378-382
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Research And Development ◽  
Prosocial Behavior ◽  
Educational Research ◽  
Research Design ◽  
Kindergarten Students ◽  
Development Model ◽  
Caring Behavior

Prosocial behavior reflects a child’s concern or attention to others, for example, by helping, entertaining, or just smiling at another child. This activity found that such caring behavior in response to other people's emotional changes was predicted by the quality of relationship between a teacher and a child. The purpose of this study is to develop a play management to improve prosocial behavior in early childhood. This study used research design adapted from the Educational Research and Development model. The assessment of experts (validators) about play management is easily understood by the teacher. Games 1 to 6, from all 6 questions, 4 questions in the very valid category 66.67%, 2 questions in the valid category 33.33% and 0 question in the invalid category 0%. The evaluation of the experts (validators) about the evaluation tools of prosocial behavior is appropriate to be used for kindergarten students aged 5-6 years. Games 1 to 9, from 9 questions,6 questions in the very valid category 77.78%, 2 questions in the valid category 22.22% and 0 questions in the invalid category 0%.

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