Pub Date : 2024-02-16DOI: 10.1080/1743727x.2024.2315547
Laela Adamson, Lizzi O. Milligan, Zubeida Desai
This paper argues for the importance of foregrounding learners’ experiences in language-in-education research, particularly in sub-Saharan Africa and other postcolonial contexts where there is an u...
{"title":"Exploring the injustices perpetuated by unfamiliar languages of learning and teaching: the importance of multi-angle, learner-focused research","authors":"Laela Adamson, Lizzi O. Milligan, Zubeida Desai","doi":"10.1080/1743727x.2024.2315547","DOIUrl":"https://doi.org/10.1080/1743727x.2024.2315547","url":null,"abstract":"This paper argues for the importance of foregrounding learners’ experiences in language-in-education research, particularly in sub-Saharan Africa and other postcolonial contexts where there is an u...","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.1080/1743727x.2023.2299973
M. Obaidul Hamid, Barbara Hanna, Deanne Gannaway, Trang Thi Thuy Nguyen
This article provides a reflexive account of the authors’ experiences of the ethical challenges in conducting a higher degree by research (HDR) supervision project prompted by the ethics review pro...
{"title":"The ethics and epistemology of researching higher degree by research supervision: an encounter with institutional ethics review","authors":"M. Obaidul Hamid, Barbara Hanna, Deanne Gannaway, Trang Thi Thuy Nguyen","doi":"10.1080/1743727x.2023.2299973","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2299973","url":null,"abstract":"This article provides a reflexive account of the authors’ experiences of the ethical challenges in conducting a higher degree by research (HDR) supervision project prompted by the ethics review pro...","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1080/1743727x.2023.2297593
Tim Jay, Jo Rose
{"title":"Making a difference in a complex world: the need for partnership work in educational research","authors":"Tim Jay, Jo Rose","doi":"10.1080/1743727x.2023.2297593","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2297593","url":null,"abstract":"","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139455413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.1080/1743727x.2023.2290191
Debbie Stott, Chronoula Voutsina
This paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a lens of awareness, as a device that can enable researchers t...
{"title":"Using a lens of awareness in phenomenographic research: an example from early mathematics education research","authors":"Debbie Stott, Chronoula Voutsina","doi":"10.1080/1743727x.2023.2290191","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2290191","url":null,"abstract":"This paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a lens of awareness, as a device that can enable researchers t...","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139069623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-05DOI: 10.1080/1743727x.2023.2285477
Kaisa Pihlainen, Emma Clarke, Sanni Kahila, Virpi Vellonen, Katariina Waltzer, Tiina Kuutti, Aimee Quickfall
Researching well-being has gained popularity over the last decades however, research methodologies have employed mostly surveys, and the use of qualitative and visual methods is still scarce. This ...
{"title":"Timelines in researching student teachers’ well-being during teaching practice","authors":"Kaisa Pihlainen, Emma Clarke, Sanni Kahila, Virpi Vellonen, Katariina Waltzer, Tiina Kuutti, Aimee Quickfall","doi":"10.1080/1743727x.2023.2285477","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2285477","url":null,"abstract":"Researching well-being has gained popularity over the last decades however, research methodologies have employed mostly surveys, and the use of qualitative and visual methods is still scarce. This ...","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-05DOI: 10.1080/1743727x.2023.2288114
Patricia Eadie, Penny Levickis, Jane Page, Jane Hunt, Simon Kent, Yi-Ping Tseng, Guyonne Kalb, Jon Quach, Hannah Bryson, Laura McFarland, Hannah Stark
This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten pri...
{"title":"Educational and developmental gains in early childhood (EDGE) study protocol: investigating the impact of funded three-year-old kindergarten","authors":"Patricia Eadie, Penny Levickis, Jane Page, Jane Hunt, Simon Kent, Yi-Ping Tseng, Guyonne Kalb, Jon Quach, Hannah Bryson, Laura McFarland, Hannah Stark","doi":"10.1080/1743727x.2023.2288114","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2288114","url":null,"abstract":"This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten pri...","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/1743727x.2023.2274322
Chae-Young Kim
Research involving young people is a challenging process that requires managing relationships with diverse individuals and groups, including the young participants and their various gatekeepers. While it is normally assumed that the researcher is in overall control of their research, by using a Foucauldian conception of ‘power as effects’ that operate in the form of relations and through discourse as the articulation of norms, this paper discusses how, in practice, the researcher can lose control over their research and so be forced into making substantial compromises concerning the nature and extent of the data they can collect. I do this by reflecting on my experience of conducting research involving UK secondary school students using online data collection methods during the Covid-19 pandemic. I identify several factors that generated power effects which influenced the conduct of the research, including: an ethics review that relied on a simplistic discourse concerning young participants’ (in)competence; my own self-regulation of my conduct in respect of ‘ethical’ research; my ‘positionality’ in the field; and a researcher's general dependence on participants and gatekeepers to complete their research. I conclude by reflecting on how these factors may impact upon the conditions for viable social research involving young people.
{"title":"In control or at the mercy of others? Navigating power dynamics in online data collection with UK secondary school students","authors":"Chae-Young Kim","doi":"10.1080/1743727x.2023.2274322","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2274322","url":null,"abstract":"Research involving young people is a challenging process that requires managing relationships with diverse individuals and groups, including the young participants and their various gatekeepers. While it is normally assumed that the researcher is in overall control of their research, by using a Foucauldian conception of ‘power as effects’ that operate in the form of relations and through discourse as the articulation of norms, this paper discusses how, in practice, the researcher can lose control over their research and so be forced into making substantial compromises concerning the nature and extent of the data they can collect. I do this by reflecting on my experience of conducting research involving UK secondary school students using online data collection methods during the Covid-19 pandemic. I identify several factors that generated power effects which influenced the conduct of the research, including: an ethics review that relied on a simplistic discourse concerning young participants’ (in)competence; my own self-regulation of my conduct in respect of ‘ethical’ research; my ‘positionality’ in the field; and a researcher's general dependence on participants and gatekeepers to complete their research. I conclude by reflecting on how these factors may impact upon the conditions for viable social research involving young people.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1080/1743727x.2023.2274323
Dora Regoczi, Sivaramkumar Shanmugam
In this methodological discussion, a critical and reflective account of the process and use of online photo-elicitation interviews is given. The role and importance of a well-structured pre-interview task are discussed with a working example aiming to capture physiotherapy students’ professional doctorate journey. It is argued that photo-elicitation techniques can increase active participation and enhance participants’ storytelling by encouraging the use of abstract thinking. This article also offers unique insights through the researcher’s reflective diary and direct quotes from the participants. Key considerations and practical recommendations are provided, such as the online application of photo-elicitation, the nature of the observed topic and working with and not alongside the pictures. Overall, this article is intended to further contribute to the literature on the evaluation and implementation of photo-elicitation techniques, especially in an online setting.
{"title":"Methodological considerations and reflection on using online photo-elicitation techniques to explore students’ professional doctorate journey","authors":"Dora Regoczi, Sivaramkumar Shanmugam","doi":"10.1080/1743727x.2023.2274323","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2274323","url":null,"abstract":"In this methodological discussion, a critical and reflective account of the process and use of online photo-elicitation interviews is given. The role and importance of a well-structured pre-interview task are discussed with a working example aiming to capture physiotherapy students’ professional doctorate journey. It is argued that photo-elicitation techniques can increase active participation and enhance participants’ storytelling by encouraging the use of abstract thinking. This article also offers unique insights through the researcher’s reflective diary and direct quotes from the participants. Key considerations and practical recommendations are provided, such as the online application of photo-elicitation, the nature of the observed topic and working with and not alongside the pictures. Overall, this article is intended to further contribute to the literature on the evaluation and implementation of photo-elicitation techniques, especially in an online setting.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/1743727x.2023.2274337
Wei Liu
ABSTRACTUnderlying thematic analysis are a few fundamental human cognitive processes, such as categorizing, prototyping and metaphorical mapping. By unpacking these basic processes of human cognition, this paper hopes to provide a cognitive basis for thematic analysis as a foundational method in data analysis for qualitative research. In particular, it hopes to address the gap between qualitative methodologists’ assumption of thematic analysis as a subjective, creative and flexible process and editors/reviewers’ expectation that thematic analysis shall be objective, reliable and rigorous. By consciously and purposefully applying these cognitive processes, thematic analysis can be subjective and yet disciplined, creative and yet rigorous, flexible and yet reliable. The ultimate goal of this paper is to demystify, delineate and further demarcate the thematic analysis process for young and novice qualitative researchers.KEYWORDS: Thematic analysiscognitive processcategorizationprototypemetaphor Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The cognitive basis of thematic analysis","authors":"Wei Liu","doi":"10.1080/1743727x.2023.2274337","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2274337","url":null,"abstract":"ABSTRACTUnderlying thematic analysis are a few fundamental human cognitive processes, such as categorizing, prototyping and metaphorical mapping. By unpacking these basic processes of human cognition, this paper hopes to provide a cognitive basis for thematic analysis as a foundational method in data analysis for qualitative research. In particular, it hopes to address the gap between qualitative methodologists’ assumption of thematic analysis as a subjective, creative and flexible process and editors/reviewers’ expectation that thematic analysis shall be objective, reliable and rigorous. By consciously and purposefully applying these cognitive processes, thematic analysis can be subjective and yet disciplined, creative and yet rigorous, flexible and yet reliable. The ultimate goal of this paper is to demystify, delineate and further demarcate the thematic analysis process for young and novice qualitative researchers.KEYWORDS: Thematic analysiscognitive processcategorizationprototypemetaphor Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136234426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/1743727x.2023.2270426
Barbara Class
This article contributes to the discussion on research methods pedagogy by adding a technological dimension to Nind’s use of Pedagogical Content Knowledge (PCK) in research methods education (RME). Within a Scholarship of Teaching and Learning approach, this research-inspired reflection is based on the literature, on the scholar’s praxis and on the on-going design-based research project she has been conducting since 2014. Trained in educational technologies more than 20 years ago, she shares an initial understanding of the use of the TPACK framework for the teaching of research methods in education. Findings include initial definitions of each type of individual knowledge (CK, PK, TK), overlapping knowledge (TPK, TCK, PCK) and a proposal for TPACK as a whole. Secondly, the findings show that technology appears to be a revealing indicator of current praxis in RME, inviting scholars to question methodolatry and technodolatry. As a corollary, Content Knowledge (CK) needs more attention to reconnect RME with its philosophical foundations. Research method teachers and students in the social sciences will foremost benefit from this study and are invited to contribute to the debate within a broader collective intelligence endeavour.
{"title":"Teaching research methods in education: using the TPACK framework to reflect on praxis","authors":"Barbara Class","doi":"10.1080/1743727x.2023.2270426","DOIUrl":"https://doi.org/10.1080/1743727x.2023.2270426","url":null,"abstract":"This article contributes to the discussion on research methods pedagogy by adding a technological dimension to Nind’s use of Pedagogical Content Knowledge (PCK) in research methods education (RME). Within a Scholarship of Teaching and Learning approach, this research-inspired reflection is based on the literature, on the scholar’s praxis and on the on-going design-based research project she has been conducting since 2014. Trained in educational technologies more than 20 years ago, she shares an initial understanding of the use of the TPACK framework for the teaching of research methods in education. Findings include initial definitions of each type of individual knowledge (CK, PK, TK), overlapping knowledge (TPK, TCK, PCK) and a proposal for TPACK as a whole. Secondly, the findings show that technology appears to be a revealing indicator of current praxis in RME, inviting scholars to question methodolatry and technodolatry. As a corollary, Content Knowledge (CK) needs more attention to reconnect RME with its philosophical foundations. Research method teachers and students in the social sciences will foremost benefit from this study and are invited to contribute to the debate within a broader collective intelligence endeavour.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136234893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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