Reserach Methodology

Many advocates of deliberative democracy see in the Internet a new opportunity for the development of public spaces, public spheres, and places where deliberation can take place. An important element of the notion of the public sphere in general and of deliberation specifically, is the quality of the debate. In the past decade, many studies have been conducted to evaluate online discussions in light of the ideal notion of the public sphere. However, a wide gap exists between theoretical approaches and the actual operationalization of such theories for empirical research. In an attempt to bridge this gap we develop a method for examining the extent to which Internet forums meet the normative requirements of rational-critical debate, reciprocity, and reflexivity. The methodological approach consists of a textual analysis of the contributions made to an online forum. The coding scheme presented in this article is based on a case study (UK Online) and guided by the theoretical notions of deliberative democracy.

Our understanding of the cross-cultural aspects of personal epistemology is limited. In particular, cross-cultural comparisons of elementary school teachers’ and students’ personal epistemology have received very little theoretical or empirical attention. The current chapter aims to examine German and U.S. elementary schools in terms of their philosophical and practical similarities and differences in personal epistemology. Both theoretical and empirical work will be reviewed to support a more holistic model of personal epistemology, the Educational Model of Personal Epistemology. In light of this model, we discuss our expectations for differences and similarities in the epistemic climate of elementary classrooms in the U.S. and Germany. Drawing from this discussion, we suggest that researchers should approach cross-cultural research in personal epistemology from a more holistic standpoint, employ a diversity of methods, and obtain a solid understanding of the educational context under study. Regarding educational implications, we propose a possible fusion of the educational philosophies held in the U.S. and Germany concerning the implementation of teacher training and classroom education. Finally, we recommend that fostering evaluativistic thinking (i.e., a way of knowing that focuses on the evaluation and decision-making among differing viewpoints) should be a main goal for education starting at the elementary level to ensure students’ future roles as productive citizens in Western societies and stress the role of the teacher in this endeavor.

This presentation will discuss the ‘how’ and ‘why’ of conducting a systematic literature review, including how this might differ from the more usual type of literature review.
The presenter - David Armstrong – will refer to a published, systematic literature review in this discussion:

Armstrong, D. (2014). Educator perceptions of children who present with social, emotional and behavioural difficulties: a literature review with implications for recent educational policy in England and internationally. International Journal of Inclusive Education, 18(7), 731-745.

ABSTRACT
In this study, news which have been published in printed press about 7th Workshop of Alevis that has been organized by government of Adalet ve Kalkınma Partisi in the context of Alevi expansion are analyzed.  Critical discourse analysis method has been used to find out how the workshop was reflected by press. The workshop has been held in the dates between 28th and 30th of January, 2010. For this reason newspapers which have been published these dates, one day before and one day after, of these dates were analyzed. In this research, 46 news are analyzed by applying critical discourse analysis. As a result, it can be said that two different discourses were obtained which are positive and negative in the news analyzed. In this context, the critics and reactions have been founded in the news texts which have negative discourse by means of negative definition, description and references. However, it has been highlighted in the news which has positive discourse subjects that have been reached consensus, suggestions of solutions to problems and contributions of the workshop. Correspondingly, this study shows that newspapers’ approaches which are ideologically different to the same issue are dissimilar. Accordingly, there are similarities between dictions and political/ideological positions of newspapers.
Keywords: 7th Workshop of Alevi, Alevi identity, us-them, other, news discourse

Three assumptions determine the content of the interpretative-Weberian method of fascism, a) The priority of ideology (ideas, values, beliefs) to class relations, regarding the rise and prevalence of fascism, b) The primacy of politics over economy (the primate of political) in the sense that fascism was imposed by the dynamics of political & party agents (fascist movement, fascist party), which downgrades the importance of economic-class element and c) the understanding (intuition) of social reality through the thoughts or actions of the subjects (hermeneutic)
The aim of this report is: a) The critical reconstruction of the above assumptions and the reflection on the methodological tools of analysis in order to restore the causal relationship between the levels of social reality (economy, ideology, politics) in the prevalence of Fascism, and b) the development of a methodological framework in order to allow the theorization and historization of fascism and the fascist phenomenon in general.

The present paper assembles contributions from the areas of education,
psychology, cognitive science, and of course, neuroeducation itself to
introduce the basic principles of research in the field of neuroeducation
studies. It is particularly important, as such it is a useful way to justify
researchers about what neuroeducation as a specific domain do that no other field can do as well or cannot do at all. Based on the literature reviewed, neuroeducational research can be understood as an interdisciplinary endeavor to develop an insightful understanding and holistic picture of problems related to learning and education. It thus epistemologically is based on an integrated methodological pluralism paradigm. This requires researchers to understand multiple methods and methodologies and employ as they formulate their own research projects. Researchers have a critical role to play in providing systematic evidence and conclusions that are scientifically valid and reliable and educationally relevant and usable. One significant implication of this argument is the need to strengthen the quality of the research component in graduate programs of the field and train interested researchers in the identification and formulation of relevant research questions.

Quality function deployment (QFD) is a “method wily to transform qualitative user demands into quantitative parameters, to deploy the functions forming quality, and to deploy methods for achieving the design quality into subsystems and component parts, and ultimately to specific elements of the manufacturing process.”

This book guides students and professionals step by step toward carrying out reliable and valid observations in mental health settings. Drawing on the FACE©-model (Facilitating Adjustment of Cognition and Emotion) to explain observational information processing specifics , this observation guide challenges the reader to discover his/her own cognitive and emotional prisms and offers numerous practical tips for overcoming typical observational obstacles in the field. 

Source / Bron: www.centreface.org

Observeren en rapporteren behandelt de essentiële kennis en vaardigheden die nodig zijn voor het deskundig observeren volgens het FACE®-model (Faciliteren van de Afstemming van Cognities en Emoties). Dit model gaat uit van de systematische afstemming van het eigen denken en voelen op het professionele handelen. Toepassing van dit model helpt de eigen vaardigheden als observator te ontwikkelen.
Deel I begeleidt de student op het leerpad van ‘alledaags’ naar professioneel observeren. In deel II is het (systematisch) observeren uitgewerkt in een stappenplan. Aan de hand van praktijkvoorbeelden, cases en opgaven kan de lezer actief aan de slag met de stof.

Nieuw in deze editie
Deze tweede editie van Observeren en rapporteren is aangepast aan recente inzichten en uitvoerig uitgewerkt met praktijkvoorbeelden.

Doelgroep
Dit boek is geschikt voor studenten in het hoger onderwijs, bijvoorbeeld voor de opleidingen SPH, MWD, P&A, Verpleegkunde, PABO en Pedagogiek, evenals Psychologie, Educatie en (Sociaal)Agogische wetenschappen. Bovendien is het boek toegankelijk voor iedereen die zich wil verdiepen in gedegen (systematisch) observeren.

Verkorte inhoudsopgave
Voorwoord en Inleiding
Deel I Observeren nader bekeken, opgelet: hersenactiviteit!
Inleiding
Overzicht
1 Observeren: eenvoudig, of toch niet?
2 WWW observeren: waarom, wanneer, wat... en hoe?
3 Gedragsobservatie en het brein: een intiem team
4 Cognitieve en emotionele sturing van de observatie
5 Observeren herzien: betrouwbaarheid en validiteit
Deel II Nu het veldwerk! Stappenplan observeren in de praktijk
Inleiding
Overzicht
6 Een observatie plannen: www... en meer
7 Wat ga ik observeren? De observatieschaal
8 Hoe kan ik gedrag meten en registreren?
9 Goed bekeken, en dan? Observaties interpreteren en rapporteren
Bijlage A Werkplannen en checklists
Bijlage B Oefenvoorbeeld observatieschaal
Bijlage C Observatievoorbeeld peuter Jet
Bijlage D Berekening betrouwbaarheid
Bijlage E Weblinks
Bijlage F Begrippenlijst met definities
Literatuurlijst
Index

Pearson XTRA
Bij deze uitgave hoort Pearson XTRA, een studiewebsite met aanvullend studie- en lesmateriaal voor zowel studenten als docenten. Op www.pearsonxtra.nl vindt u algemene informatie.

Bij Observeren en Rapporteren wordt het volgende materiaal voor studenten toegevoegd: eText, vragen, begrippentrainer, uitwerkingen doordenkertjes, uitwerkingen toetsvragen, werkplannen en checklists, een beeldbank en links. Deze onderdelen kunnen eveneens door docenten gebruikt worden als onderdeel van een les.

Over de auteurs
Smadar Celestin-Westreich is als hoofddocente verbonden aan de faculteit Psychologie en Educatiewetenschappen van de Vrije Universiteit Brussel. Daarnaast leidt zij de opleidingen, de klinische praktijk en het onderzoek van het multi-site Face®-programma. Zij is ook auteur van wetenschappelijke en praktijkpublicaties waaronder het handboek 'Kind-, opvoedings- en gezinsdiagnostiek in Face®-perspectief' en de 'Familie Relatie Test'.
Leon-Patrice Celestin, psychiater, is werkzaam in Parijs als 'praticien hospitalier' en in Brussel. Hij leidt de interventie- en onderzoeksonderdelen van het FACE®-programma en verzorgt bijscholing voor professionals in de geestelijke gezondheidssector. Hij is ook auteur van verschillende wetenschappelijke en praktijkpublicaties.

Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners offers deep insights into the lives of marginalised communities and the link between learning, literacy and violence, not previously carried out in-depth in a small scale study. It breaks the negative stereo-types of adults who struggle to read and write, who are often labelled and stigmatised by dominant discourses, and in doing so exposes why and how Basic Skills Learners often find themselves in marginal positions. The structural inequalities many face from childhood to adulthood across the private and public domains of their lives are revealed and probed, thus challenging neo-liberalism claims of an apparently egalitarian social field. The learners’ narratives expose the contradiction, complexities and ambivalences they experience in their daily lives, and how they try to make sense of them from their structural positioning as basic skills learners in a society based on inequality of opportunity and choice.
Applying a feminist, qualitative, longitudinal, ethnographic and participatory approach, the book offers a critical perspective, drawing on Bourdieu’s work as the theoretical framework, as well as using a range of feminist, sociologists of education, literature on the ethics of care and critical literacy pedagogy, including the New Literacy Studies. The author’s personal position as an ’insider’ with ‘insider knowledge’ of marginalised communities is also woven throughout the chapters and offers insights into the struggles, conformity and resistance faced by the participants in the study.

In this paper I critique the increasing standardization of obesity. Specifically, I consider two ‘definitional turns’: the way language has been standardized to such an extent that it obscures uncertainty and variation, and the appearance of objectivity through quantification and standardized measurement. These, I suggest, have fostered a simplified picture of obesity, promoting the classification of weight and thereby facilitating the emergence of the ‘obesity epidemic’. These definitional turns fail to acknowledge the distinctions between fat and mass and intraclass variation within weight categories. A consequence of this process of simplification has been the erroneous application of population level information to individuals in a clinical context, with potentially harmful results.

Are you on the academic job market? Preparing to start your search? Are you prepared? Do you have the mentorship and coaching you need to thrive on the market?  Do you want to work with someone who has coached dozens of doctoral students and faculty and has helped them find positions that match their needs, values and desires? I have the coaching, psychotherapy, and academic skills and experience to help you approach your search with confidence!

The objective of this study was to investigate the UAE’s in-service and pre-service science teachers’ competency in the integrated science process skills (ISPS). To achieve this, a ISPS instrument consists of 15 items was constructed. It covers five skills which: operational definition, constructing hypothesis, controlling variables, data collection, and conducting experiments. Research sample consisted of 133 in-service elementary science teachers, and 130 pre-service elementary science teachers. T-test analysis of the six hypotheses showed that the in-service teachers performed better than the pre-service teachers. However, both groups scored below the cut point, 70%, which established by the ministry of education. Therefore; the teachers’ professional development should be reviewed, based on the need of new programs and the outcome should be assessed. In addition, an extra credit hour as well as another course should be offered for the pre-service science teachers.  © 2010 Elsevier Ltd. All rights reserved.

"This book guides student researchers through the different stages of small-scale or practitioner research, a common component of study for students training to work in the lifelong learning sector. The authors look at the entire research journey, from planning a research topic and framing research questions, through the process of data collection and analysis, to writing up and presentation.

Using a step-by-step approach the book tackles common thorny issues such as:
Understanding the different genres of research
Discussion of qualitative and quantitative approaches to research
The importance of forming research questions and of locating them within current research literature
How to do a literature review
Dealing with permissions, access and ethics
The nuts and bolts of research methods
Interpreting data and writing up research findings
Together with case studies and examples of real-life research projects that have been completed by the authors' own students, this book tackles research in a student-friendly and accessible style, carefully unpacking and defining the different terms, concepts and theories that students need to know when beginning research for the first time.

This book is essential reading for students who are training to work in the lifelong learning sector or practitioners who are undertaking CPD to maintain their license to practice.


About the authors

Jonathan Tummons is Senior Lecturer in Education and co-convener of the Education and Work-Based Learning Research Group at Teesside University, UK.
Vicky Duckworth is Senior Lecturer and Course Leader for the full-time PCET course and Schools Projects Lead at Edge Hill University, UK.






Table of contents

What is educational research?
Types of practitioner research
Models of research
Asking Questions
Research ethics
Gathering Data
Making Sense of Your Data
Evaluating your research
Writing up and disseminating research






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