Markauskaite / Freebody / Irwin Methodological Choice and Design

Scholarship, Policy and Practice in Social and Educational Research
1. Auflage 2010
ISBN: 978-90-481-8933-5
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 311 Seiten

Beginning and well-seasoned researchers alike face significant challenges in understanding the complexities of research designs arising from both within and across methodological paradigms, and in applying them in ways that maximise impact on knowledge, practice, and policy. This volume engages educational and social researchers in a scholarly debate offering some crucial re-interpretations of established research methodologies in light of contemporary conditions and critical introduction to some contemporary research approaches yet to gain general recognition. This book is a contemporary vademecum for researchers, practitioners and graduate students on research methodologies and designs for educational and social change in today’s world. The chapters chart and analyse the conceptual and practical complexities of a variety research designs for contemporary educational and social work research. This anthology, taken overall, provides readers with the knowledge and understanding needed not only to design technically sound and coherent research studies, but also to develop methodologically innovative research projects that cross the boundaries between different methodological traditions to the benefit of scholarship, policy, and practice. The chapters cover nine research approaches: -Design-based research -Action research -Ethnomethodological research -Negotiated ethnography -Arts-informed research -Historical analysis and postcolonial scholarship -Policy analysis -Comparative research -Quantitative modelling of correlational and multi-level data The book provides a critical discussion of epistemological questions and methodological frontiers: -Knowledge and epistemology in scholarship, practice and policy -Digital knowledge and digital research -Emerging methodological challenges for educational research -Challenges and futures for social work and social policy research methods -Methodology and the knowledge industry

Autoren/Hrsg.

Markauskaite, Lina

Freebody, Peter

Irwin, Jude

Inhaltsverzeichnis

1;Methodological Choice and Design;2
2;Acknowledgements;6
3;Contents;8
4;Contributors;11
5;Part I Introduction and Foundations;13
5.1;Chapter 1 Bridging and Blending Disciplinesof Inquiry: Doing Science and ChangingPractice and Policy;14
5.1.1;1.1 Audience;17
5.1.2;1.2 Structure of the Book;17
5.1.3;1.3 Chapter Overviews;18
5.1.4;References;24
5.2;Chapter 2 Knowledge and Epistemology in Scholarship,Practice and Policy: Research-as-Scienceand Research-as-Project;27
5.2.1;2.1 Introduction;27
5.2.1.1;2.2 Research-as-Science;29
5.2.1.1.1;2.2.1 Education and Social Work as a Disciplineand a Field of Study;29
5.2.1.1.2;2.2.2 The Dialectic and ‘Dual Mandate’ of Science;30
5.2.1.1.3;2.2.3 Types of Science in Education and Social Work;31
5.2.1.2;2.3 Research-as-Project;32
5.2.1.2.1;2.3.1 ‘Normal’ Science-as-Project;32
5.2.1.2.2;2.3.2 Inter-, Multi-, Cross-, and Trans-TribalResearch-as-Project;34
5.2.1.2.3;2.3.3 The Project of Researcher-Participant Collaboration;35
5.2.1.3;2.4 Epistemologies Across Sciences and Projects:Types of Knowledge and Knowing;36
5.2.1.4;2.5 Can Method and Design be Methodological?;39
5.2.1.5;2.6 Conclusions: The Discovery of Science Itself;42
5.2.1.6;References;42
6;Part II Research Approachesfor Innovation and Change;45
6.1;Chapter 3 Design-Based Research;46
6.1.1;3.1 Introduction;46
6.1.2;3.2 Characteristic Elements;47
6.1.3;3.3 Conducting a Design Study;49
6.1.3.1;3.3.2 Experimenting to Support Learning;50
6.1.3.2;3.3.3 Conducting Retrospective Analyses;51
6.1.3.3;3.3.4 Argumentative Grammar: The Logicof Design-Based Research;52
6.1.3.4;3.4 Methodological Challenges and Extensions:Designing and Design Methods;54
6.1.3.5;3.5 Conclusions:What About the Link to Policy?;55
6.1.3.6;References;57
6.2;Chapter 4 Design-Based Research: Reflections on SomeEpistemological Issues and Practices;60
6.2.1;4.1 Introduction;60
6.2.2;4.2 Epistemological Issues;62
6.2.3;4.3 Insularity in the DBR Literature;63
6.2.4;4.4 Looking Towards Engineering for Research Guidance;64
6.2.5;4.5 Conclusion;65
6.2.6;References;65
6.3;Chapter 5 Action Research in Education and SocialWork;66
6.3.1;5.1 Introduction;66
6.3.2;5.2 The Problem Space in Which Action Research Occurs;66
6.3.3;5.3 The Apparatus of Action Research;67
6.3.4;5.4 Action Research in Practice: Examples;69
6.3.4.1;5.4.1 Disengaged Boys;69
6.3.4.2;5.4.2 Towards Better Practice;70
6.3.5;5.5 Issues and Debates;72
6.3.6;5.6 Conclusion;75
6.3.7;References;76
6.4;Chapter 6 Action Research and Professional Learning:Some Reflections on Inquiries that AdvanceProfessional Knowledge and Practice;79
6.4.1;6.1 Introduction;79
6.4.2;6.2 Action Research as a Methodology for Reformingand Deepening Professional Knowledge;79
6.4.3;6.3 Action Research: Individual or Collaborative?;80
6.4.4;6.4 Different Notions of Theory are Important;81
6.4.5;6.5 Linking Reflection with Dialogue;82
6.4.6;6.6 Blurring Action Research and Action Learning Processes;82
6.4.6.1;6.6.1 Research About the Quality of Teaching;83
6.4.6.2;6.6.2 Aligning Teaching, Learning and Assessment;83
6.4.6.3;6.6.3 Collaborative Action Research;83
6.4.7;6.7 Concluding Comments;84
6.4.8;References;85
6.5;Chapter 7 Ethnomethodological Research in Educationand the Social Sciences: Studying ‘the Business,Identities and Cultures’ of Classrooms;86
6.5.1;7.1 Introduction: The Development of Ethnomethodology;86
6.5.2;7.2 Illustrating Aspects of Method and Methodology;90
6.5.3;7.3 Issues, Debates, and Conclusions;95
6.5.4;References;96
6.6;Chapter 8 Drama Education, Ethnomethodology,and ‘Industrious Chatter’;100
6.6.1;8.1 Introduction;100
6.6.2;8.2 Some Context: Discovering Ethnomethodology;100
6.6.3;8.3 Some Context: What Drama EducationLearning Looks Like;101
6.6.4;8.4 What Ethnomethodology Has to Offer DramaClassroom Research;101
6.6.5;8.5 Some Uses of Ethnomethodological Approachesin Drama Learning;102
6.6.6;8.6 Some Methodological Challenges;103
6.6.7;8.7 Drama Education and Ethnomethodology:Research in Classrooms;104
6.6.8;8.8 A Multi-Method Study;104
6.6.9;8.9 Ethnomethodology and Performance Ethnography;105
6.6.10;8.10 Deep Rationalities and Scenic Featuresof the Drama Classroom;105
6.6.11;8.11 Conclusions;106
6.6.12;References;106
6.7;Chapter 9 Negotiated Ethnography:The Possibilities for Practice;108
6.7.1;9.1 Introduction;108
6.7.2;9.2 Problem Space, Genesis and Intellectual Roots;110
6.7.3;9.3 Methodological Apparatus;111
6.7.4;9.4 Method in Practice;112
6.7.5;9.5 Methodological Issues and Debates;115
6.7.6;9.6 Conclusion;116
6.7.7;References;116
6.8;Chapter 10 Provoking Change – The Roleof Research in Institutional Learningand Organisational Change;118
6.8.1;References;124
6.9;Chapter 11 Drawing on the Arts, Transforming Research:Possibilities of Arts-Informed Perspectives;125
6.9.1;11.1 Introduction;125
6.9.2;11.2 Problem Space, Genesis and Intellectual Roots;125
6.9.3;11.3 Methodological Features;128
6.9.4;11.4 Arts-Informed Research in Practice: Examples;130
6.9.4.1;11.4.1 Students as Researchers;130
6.9.4.2;11.4.2 Pre-tenured Teacher Educators;132
6.9.4.3;11.4.3 Caregiving and Alzheimer’s Disease;133
6.9.5;11.5 Methodological Issues and Debates;134
6.9.6;11.6 Conclusion;135
6.9.7;References;136
6.10;Chapter 12 Investigating the Liminal in ProfessionalEducation Through Arts-Informed Research;138
6.10.1;12.1 Introduction;138
6.10.2;12.2 The Journey into a New Methodology;138
6.10.3;12.3 Arts-Informed Research as a Research Methodology;139
6.10.4;12.4 Investigating the Liminal;141
6.10.5;12.5 Current Exemplars;141
6.10.6;12.6 Tensions and Dilemmas;142
6.10.7;References;143
7;Part III Classical Research Approachesin New Social and Political Contexts;145
7.1;Chapter 13 Historical Analysis: New Approachesto Postcolonial Scholarship and the Subcontinent;146
7.1.1;13.1 Introduction;146
7.1.2;13.2 Problem Space, Genesis and Intellectual Roots;146
7.1.3;13.3 Methodological Apparatus;147
7.1.4;13.4 New Approaches to Postcolonial Scholarshipand Knowledge Transfer in Practice;149
7.1.5;13.5 Methodological Issues and Debates;152
7.1.5.1;13.5.1 What the Subcontinent Says Today;152
7.1.5.2;13.5.2 The Intervention of the Comparativists;153
7.1.5.3;13.5.3 Understanding the ‘Local’;153
7.1.5.4;13.5.4 Intellectual Transmission not Coterminouswith the Colonial State;154
7.1.5.5;13.5.5 Western Knowledge Paradigms and the Colonial Domain;154
7.1.6;13.6 Perspectives and Extensions;155
7.1.7;13.7 Conclusion;156
7.1.8;References;156
7.2;Chapter 14 Postcolonial Scholarshipin Social Justice Research;159
7.2.1;14.1 Introduction;159
7.2.2;14.2 Postcolonial Ideas;160
7.2.3;14.3 The Colonised?;161
7.2.4;14.4 Postcolonial Feminism;162
7.2.5;14.5 The ‘Subaltern’;164
7.2.6;14.6 Indigenous Policy in Australia;166
7.2.7;14.7 Conclusion;167
7.2.8;References;167
7.3;Chapter 15 Analysing Policy as Discourse:Methodological Advances in Policy Analysis;169
7.3.1;15.1 Introduction;169
7.3.2;15.2 Problem Space, Genesis and Intellectual Roots;170
7.3.2.1;15.2.1 What is Policy?;170
7.3.2.2;15.2.2 Historical Roots;170
7.3.2.3;15.2.3 Rationalist, Critical and Interpretivist Approaches;171
7.3.2.4;15.2.4 Policy as Discourse;172
7.3.3;15.3 Methodological Apparatus: WPR Approach;172
7.3.3.1;15.3.1 Data Gathering;173
7.3.3.2;15.3.2 Analysis;174
7.3.4;15.4 Policy as Discourse Analysis in Practice: Examples;176
7.3.4.1;15.4.1 Problem Representation in Educational Policy;176
7.3.4.2;15.4.2 Analysing a Policy Statement: The Announcementof the NT Intervention;177
7.3.5;15.5 Methodological Issues and Debates: The Legitimacyof Policy as Discourse in a Climate of Evidence;179
7.3.6;15.6 Conclusion;180
7.3.7;References;181
7.4;Chapter 16 Policy Analysis and Social Transformation:Making Connections Between Policy Fieldsand Contemporary Social Life;183
7.4.1;16.1 Introduction;183
7.4.2;References;187
7.5;Chapter 17 The Challenge of Comparative Research:A Critical Introduction;189
7.5.1;17.1 Introduction;189
7.5.2;17.2 Genesis and Intellectual Roots of the Field;190
7.5.3;17.3 Methodological Apparatus, Issues and Debates;194
7.5.4;17.3.2 The Postmodern Turn in Comparative Education;196
7.5.5;17.4 Conclusion: Comparative Education and Social Change;199
7.5.6;References;199
7.6;Chapter 18 Know Thyself: Culture and Identityin Comparative Research;204
7.6.1;18.1 Introduction;204
7.6.2;18.2 Comparative Research: A Qualitative Perspective;205
7.6.3;18.3 Extending the Debate: Globalisation, Technologyand Intercultural Sensitivity;206
7.6.3.1;18.3.1 Globalisation and Technology;206
7.6.3.2;18.3.2 Intercultural Sensitivity;207
7.6.4;References;209
7.7;Chapter 19 Quantitative Modelling of Correlationaland Multilevel Data in Educational Research:A Construct Validity Approach to Exploringand Testing Theory;210
7.7.1;19.1 Introduction;210
7.7.2;19.2 Problem Space, Genesis and Intellectual Roots;211
7.7.3;19.3 Methodological Apparatus;211
7.7.3.1;19.3.1 Guiding Perspectives in Correlational Designs;211
7.7.3.2;19.3.2 Confirmatory Factor Analysis and StructuralEquation Modelling;213
7.7.3.3;19.3.3 Multilevel (Hierarchical Linear) Modelling;215
7.7.4;19.4 Correlational Methods in Practice;216
7.7.4.1;19.4.1 Longitudinal Modelling of Self-Worth Protection;216
7.7.4.2;19.4.2 Longitudinal Modelling of Personal Bests (PBs);219
7.7.4.3;19.4.3 Multilevel Modelling of Motivationand Motivation Climate;220
7.7.5;19.5 Methodological Issues, Debates and Extensions;221
7.7.5.1;19.5.1 Limitations of Data and AnalysesTypical of Correlational Designs;222
7.7.5.2;19.5.2 Collection of Diverse Forms of Dataand Implementation of Diverse Designs;222
7.7.5.3;19.5.3 The Need to Incorporate Context Effectively;222
7.7.6;19.6 Conclusion;223
7.7.7;References;223
7.8;Chapter 20 Quantitative Modelling of ExperimentalData in Educational Research:Current Practice and Future Possibilities;226
7.8.1;20.1 Introduction;226
7.8.2;20.2 Problem Space, Genesis and Intellectual Roots;227
7.8.3;20.3 Methodological Apparatus;228
7.8.4;20.4 Perspectives and Extensions;229
7.8.5;20.5 Conclusion;231
7.8.6;References;232
8;Part IV Methodological Frontiers,Challenges and Future Directions;234
8.1;Chapter 21 Digital Knowledge and Digital Research:What does eResearch Offer Educationand Social Policy?;235
8.1.1;21.1 Introduction;235
8.1.2;21.2 Digital Knowledge and eResearch: Concepts,Roots and Visions;236
8.1.2.1;21.2.1 Historical eResearch Roots and Technological Promises;236
8.1.2.2;21.2.2 Epistemological and Ontological Roots of DigitalData and Knowledge;237
8.1.2.3;21.2.3 eResearch Potential in Educational and Social Inquiry;238
8.1.3;21.3 eResearch Methodological Apparatus;239
8.1.3.1;21.3.1 ‘Research method’ as Data Gathering and Analysis;240
8.1.3.2;21.3.2 ‘Research Method’ as a Knowledge-Production Cycle;242
8.1.4;21.4 eResearch in Practice;242
8.1.4.1;21.4.1 Educational Data Management and Mining:Student Retention in Higher Education;242
8.1.4.2;21.4.2 Digital Video Analysis: Studying Social Interaction;244
8.1.5;21.5 Issues and Debates;245
8.1.5.1;21.5.1 Technological Challenges;245
8.1.5.2;21.5.2 Cognitive-epistemological Challenges;246
8.1.5.3;21.5.3 Socio-cultural Challenges;247
8.1.6;21.6 Perspectives and Extensions: From ScholarlyPublishing to Knowledge Co-production;248
8.1.7;21.7 Conclusions;249
8.1.8;References;249
8.2;Chapter 22 Emerging Methodological Challengesfor Educational Research;253
8.2.1;22.1 Introduction;253
8.2.2;22.2 The Gap between Educational Research, Policyand Practice;254
8.2.3;22.3 Educational Research, Educational Designand Epistemic Fluency;255
8.2.4;22.4 From Research for Teaching to Researchfor ‘Teaching-as-Design’;258
8.2.5;22.5 Educational Research, ‘Technical’ Knowledge and Design;261
8.2.6;22.6 Research for and by Heterogeneous Networks;262
8.2.7;References;263
8.3;Chapter 23 Challenges and Futures for SocialWorkand Social Policy Research Methods;267
8.3.1;23.1 Introduction;267
8.3.2;23.2 The Relationship between Research and Social Change:Increasing Complexity;268
8.3.3;23.3 The Relationship between Research and Social Change:Range, Interpretation and Challenge;269
8.3.4;23.4 Deconstructive Discourse Analysis and Social Change;271
8.3.5;23.6 Concluding Remarks;275
8.3.6;References;275
8.4;Chapter 24 Research Frontiers and Border-Crossings:Methodology and the Knowledge Industry;277
8.4.1;24.1 Introduction;277
8.4.2;24.2 ‘Bonneville’;278
8.4.2.1;24.2.1 Deciding on ‘the Problem’;279
8.4.2.2;24.2.2 Negotiating Methodological Choices and DataCollection Methods;279
8.4.2.3;24.2.3 What Constitutes Knowledge (or Evidence)and Who Produces it;281
8.4.3;24.3 Research for Practice and Policy versus Policiesand Practices for Research;282
8.4.4;24.4 Research Boundaries: Liminal and Frontier;285
8.4.5;24.5 Conclusion;289
8.4.6;References;289
9;Author Index;292
10;Subject Index;301