Editorial: Postqualitative Curations and Creations

1970 ◽  
Vol 8 (3) ◽  
Author(s):  
Susan Nordstrom ◽  
Jasmine Ulmer
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
Special Issue

This special issue of Reconceptualizing Educational Research Methodology offers a series of curations and creations from emergent scholars within the equally emergent field of postqualitative research.

scholarly journals Makers-Philosophers-Researchers: Experimentations with (Dis)placements

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Susan Nordstrom
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
Special Issue

In 2017, a graduate class became something otherwise. It became an experimental place in which experiences poured through students rather than providing students ready-made experiences. It became a space to encourage the play of difference that challenge our ideas about race, class, gender, ability, sexuality, and so on as frictional events (Puar, 2012). It became a space in which students came to know themselves differently, even subjectify themselves in different ways through experience. By attending to the delicacies of social, material, aesthetic, cultural, historical, and disciplinary forces, the class became a generative space of producing knowledge differently, knowledge that changes us as it much as it changes disciplines (Manning, 2016). It became a space to write and do scholarship differently so as to stay close to the ground to attend to “the sensed social-material-aesthetic atmospherics resonant in a scene, the threshold onto worlds of expressivity in a problematics” (Berlant & Stewart, 2019, p. 34). This Reconceptualizing Educational Research Methodology special issue offers five experimentations that materialized from such a course.

scholarly journals Editorial: Posthuman Conceptions of Change in Empirical Educational Research

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Linnea Bodén ◽  
Simon Ceder ◽  
Sofie Sauzet
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
Educational Practice ◽  
Special Issue ◽  
Educational Settings ◽  
Empirical Educational Research ◽  
Emergent Phenomenon ◽  
Wide Range

In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings – ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

scholarly journals Editorial

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Ann Merete Otterstad ◽  
Jayne Osgood
Keyword(s):  
Educational Research ◽  
Research Methodology

This issue of Reconceptualizing Educational Research Methodology plays host to two affecting, arresting and experimental papers that invite the reader to join the authors on their research adventures.

Qualitative and Quantitative Paradigm Constellation In Educational Research Methodology

2021 ◽  
Vol 2 (2) ◽  
pp. 339-345
Author(s):  
Hilman Djafar ◽  
Rasid Yunus ◽  
Sarson W DJ Pomalato ◽  
Ruslan Rasid
Keyword(s):  
Qualitative Research ◽  
Educational Research ◽  
Research Methodology ◽  
Quantitative Data ◽  
Quantitative Research ◽  
Social Reality ◽  
Fundamental Difference ◽  
Qualitative And Quantitative ◽  
Research Article

Differences qualitative and quantitative research to academicians and researchers mainly concentrated on education  studies is only able to browse and identify with the fundamental difference merely as example: research that only uses quantitative data but using the qualitative as a benchmark often not considered as a quantitative research  Likewise ,  qualitative research that uses quantitative data is not considered qualitative research. If traced further, actually qualitative and quantitative research very spacious and is a level. Qualitative and quantitative research in the context of methodology includes a researcher's conception of social reality, the researcher's self placement in relation to the reality study and various other reviews. Therefore, in this research article,is stated that the correlation between qualitative and quantitative research in educational research methodology is possible if both are based on the same paradigm. Conversely qualitative and quantitative researchis difficult to reconcile if they depart from different paradigms, which have different epistemological assumptions, and different goodness criteria.

Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion

2021 ◽  
Vol 35 (2-3) ◽  
pp. 209-214
Author(s):  
Frank Fischer
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Problem Solving ◽  
Educational Research ◽  
Information Sources ◽  
Research Evidence ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Special Issue ◽  
The Individual

Abstract. This discussion first highlights novel aspects that the individual articles contribute to the special issue on (future) teachers' choice, use, and evaluation of (non-)scientific information sources about educational topics. Among these highlights are the conceptualizations of epistemic goals and the type of pedagogical task as moderators of the selection and use of scientific evidence. The second part raises overarching questions, including the following: How inclusive do we want the concept of evidence to be? How should teachers use research evidence in their pedagogical problem-solving and decision-making? To what extent is multidisciplinary teacher education contributing to epistemological confusion, possibly leading to (pre-service) teachers' low appreciation of educational research?

scholarly journals Transformative Educational Research: Fleshing Out the Concepts

2018 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Bal Chandra Luitel ◽  
Shree Krishna Wagley
Keyword(s):  
Educational Research ◽  
Paradigm Shift ◽  
Research Approach ◽  
Multidimensional Approach ◽  
Special Issue ◽  
Transformative Research ◽  
Emerging Leaders ◽  
Future Directions ◽  
Knowledge Practice ◽  
The Given

In reference to this special issue, the idea of transformative educational research (TER) brings into light the integrated meanings on ‘the what’, ‘the why’, ‘the how’, ‘the who’, and ‘what next’ of transformative research approach in education, bringing together the ideas shared in the conference, and existing theoretical referents in this area of knowledge/practice. This concept note, thus, primarily seeks to define transformative research approach in education, taking into consideration what an associated research and practitioner agenda might look like. So as to achieve this purpose, this paper frames TRE practices so far, and creates space to think on future directions for education, and educational research through different sub-headings: (1) TER as multidimensional approach, (2) TER as a response to paradigm shift, (3) TRE as arts-based multi-paradigmatic space, (4) TER for emerging leaders at various spheres of life-world, and (5) TER as imagining the world beyond the given.

Towards a Composite Educational Research Methodology: Balancing the Authority Equation in Aboriginal Education

1996 ◽  
Vol 24 (2) ◽  
pp. 33-41 ◽  
Author(s):  
R.G. Smith
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
Conversion Process ◽  
Local People ◽  
Aboriginal Education ◽  
Government Agencies ◽  
Northern Australia ◽  
Christian Conversion ◽  
Considerable Advantage

In northern Australia Aboriginal ‘settlements’ or communities are, in the main, the product of a variety of west-centric priorities, the needs, for example of missionaries to keep prospective converts conveniently at hand to maintain the pressure of the Christian conversion process or for government agencies to distribute welfare from single accessible locations. The establishment of fixed communities usually brought considerable advantage and power to those mainstream organisations which established them. However, along with some obvious physical benefits for the local people, such as improved access to some of the accruals of west-centric technology and welfare, came a variety of hazards and obstacles to the maintenance of a lifestyle with which local people felt secure and confident.

Guest editorial: a new dawn for qualitative service research

2020 ◽  
Vol 34 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Lars Witell ◽  
Maria Holmlund ◽  
Anders Gustafsson
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Research Methodology ◽  
Qualitative Research Methods ◽  
Service Research ◽  
Special Issue ◽  
Content Type ◽  
Key Characteristics ◽  
Qualitative Research Methodology

Purpose The purpose of this study is to highlight the role of qualitative research in service research. This study discusses what qualitative research is, what role it has in service research and what interest, rigor, relevance and richness mean for qualitative service research. Design/methodology/approach This study examines the most common qualitative research methods and discusses interest, rigor, relevance and richness as key characteristics of qualitative research. The manuscripts in the special issue are introduced and categorized based on their contributions to service research. Findings The findings suggest that the amount of research using qualitative research methods has remained stable over the last 30 years. An increased focus on transparency and traceability is important for improving the perceived rigor of qualitative service research. Originality/value This special issue is the first issue that is explicitly devoted to the qualitative research methodology in service research. In particular, the issue seeks to contribute to a better use and application of qualitative research methodology.

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