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Journal articles on the topic 'Educational research methodology'

To see the other types of publications on this topic, follow the link: Educational research methodology.

Author: Grafiati

Published: 11 March 2023

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1

YoonJunChae and 이형래. "Quantitative Research Methodology for Literacy Educational Research." korean language education research ll, no. 30 (December 2007): 357–78. http://dx.doi.org/10.20880/kler.2007..30.357.

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2

Marolt, Ljiljana. "Educational research by applying scenario methodology." Nastava i vaspitanje 65, no. 4 (2015): 795–807. http://dx.doi.org/10.5937/nasvas1504795m.

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3

Lapanachokdee, Warunee, Nuttaporn Lawthong, and Chatsiri Piyapimonsit. "Critiques on Thai Educational Research Methodology." Asian Social Science 12, no. 3 (February 23, 2016): 93. http://dx.doi.org/10.5539/ass.v12n3p93.

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<p>This critique aimed to; 1) synthesize a body of knowledge of educational research methodology, 2) analyze and compare educational research methodology in Thai and international research articles, and 3) critique problems, strengths and weaknesses and put forward suggestions for standardizing Thai educational research methodology. Data were obtained from eight international textbooks, 95 articles and four Thai educational research methodology experts. Results revealed that the principles and international standards of educational research methodology included eight methodological categories which covered 34 characteristics. Findings from a comparison of Thai and international research articles indicated that Thai and international research articles were similar in 15 characteristics and different in five characteristics. Thai research articles had six problems relating to educational research methodology: information searching and English skills, educational research instruction, lack of experts in educational research methodology, research finding distribution, educational researcher development, and research article format. </p>

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4

Bridges, David, and Richard Smith. "Philosophy, Methodology and Educational Research: Introduction." Journal of Philosophy of Education 40, no. 2 (May 2006): 131–35. http://dx.doi.org/10.1111/j.1467-9752.2006.00512.x.

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5

장선영, Eun Hyeon Koh, and Innwoo Park. "Tendency and Task of Educational Methodology Research." Korean Journal of Educational Methodology Studies 25, no. 3 (August 2013): 603–21. http://dx.doi.org/10.17927/tkjems.2013.25.3.603.

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6

Kartoshkina, Yuliya, and Cheryl Hunter. "Applying cognitive task analysis methodology in educational research." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 5 (2014): 51–57. http://dx.doi.org/10.9790/7388-04515157.

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7

Shabani Varaki, Bakhtiar, Robert E. Floden, and Tahereh Javidi Kalatehjafarabadi. "Para-quantitative Methodology: Reclaiming experimentalism in educational research." Open Review of Educational Research 2, no. 1 (January 2015): 26–41. http://dx.doi.org/10.1080/23265507.2014.986189.

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8

Peim, Nick. "Thinking resources for educational research methods and methodology." International Journal of Research & Method in Education 32, no. 3 (November 2009): 235–48. http://dx.doi.org/10.1080/17437270903259675.

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9

Niaz, Mansoor. "Exploring alternative approaches to methodology in educational research." Interchange 35, no. 2 (June 2004): 155–84. http://dx.doi.org/10.1007/bf02698848.

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10

Walker, James C., and Colin W. Evers. "Theory, politics, and experiment in educational research methodology." International Review of Education 32, no. 4 (1986): 373–87. http://dx.doi.org/10.1007/bf00597547.

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11

Niaz, Mansoor. "Qualitative methodology and its pitfalls in educational research." Quality & Quantity 43, no. 4 (January 5, 2008): 535–51. http://dx.doi.org/10.1007/s11135-007-9136-9.

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12

Djafar, Hilman, Rasid Yunus, Sarson W. DJ Pomalato, and Ruslan Rasid. "Qualitative and Quantitative Paradigm Constellation In Educational Research Methodology." International Journal of Educational Research & Social Sciences 2, no. 2 (April 30, 2021): 339–45. http://dx.doi.org/10.51601/ijersc.v2i2.70.

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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.

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13

Sosa-Díaz, María-José, and Jesús Valverde-Berrocoso. "Grounded Theory as a Research Methodology in Educational Technology." International Journal of Qualitative Methods 21 (January 2022): 160940692211332. http://dx.doi.org/10.1177/16094069221133228.

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One of the most widely used and controversial qualitative research methods among researchers is Grounded Theory (GT). Although the basic concepts of GT are widely known by qualitative researchers, the practical application of the method is not always clear, and sometimes we encounter contradictions and uncertainties. The objective of this article is to provide a data analysis strategy based on GT. It is hoped that this knowledge will provide an aid or resource for both novice and experienced educational technology researchers. To this end, a conceptual overview of the field and the methodological route are presented. A broad and updated theoretical base is used to describe the conceptual and structural aspects of GT, to describe steps to follow when applying it, and to highlight the use of analytical tools that help the researcher make decisions and implement GT.

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14

Varaki, Bakhtiar, and Tahereh Jafarabadi. "Educational Research Methodology Inspired by the Theory of Enaction." New Educational Review 62, no. 4 (December 31, 2020): 141–56. http://dx.doi.org/10.15804/tner.20.62.4.12.

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15

Liu, Wei. "The case for a Chinese methodology in educational research." Qualitative Research Journal 19, no. 3 (July 24, 2019): 344–54. http://dx.doi.org/10.1108/qrj-12-2018-0014.

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Purpose The purpose of this paper is to recover the identity of Chinese intellectual discourse, arguing for the necessity of a Chinese methodology in educational research to be constructed on the basis of the Chinese philosophical traditions and the Chinese social norms for the aim of solving Chinese educational issues within the Chinese cultural context. Design/methodology/approach The paper is a theoretical paper, arguing for the ontological, epistemological and methodological basis for a Chinese methodology in educational research. Findings The major ontological issue of Chinese social and educational research, also the ultimate goal of the Chinese governance, is social harmony through harmonious personal relationships. The key to social harmony has been seen in the Chinese philosophical tradition as residing in people’s personal morality and obligation, which constitutes the epistemology of Chinese research. And the golden mean of moderation by synthesizing and balancing the dualist extremes of views and actions should be adopted as the methodological paradigm to researching social and educational issues in China. Practical implications The elaboration of these three entities holds promises in the construction of the Chinese methodological system on Chinese social terms and merits. Originality/value The author has long sensed that the extensive methodological borrowing from the West by Chinese scholars in educational research might be problematic, given the vast structural differences in the two social worlds that the author and other scholars have observed. A paper in English to argue for the necessity of constructing a uniquely Chinese methodology for educational research in China is an absolute necessity.

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16

Yang, Rui. "Educational research in Confucian cultural contexts: reflections on methodology." Comparative Education 47, no. 3 (August 2011): 395–405. http://dx.doi.org/10.1080/03050068.2011.589242.

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17

Lundberg, Adrian, Renske de Leeuw, and Renata Aliani. "Using Q methodology: Sorting out subjectivity in educational research." Educational Research Review 31 (November 2020): 100361. http://dx.doi.org/10.1016/j.edurev.2020.100361.

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18

Noon, Edward John. "Interpretive Phenomenological Analysis: An Appropriate Methodology for Educational Research?" Journal of Perspectives in Applied Academic Practice 6, no. 1 (April 24, 2018): 75–83. http://dx.doi.org/10.14297/jpaap.v6i1.304.

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Interpretive phenomenological analysis (IPA) is a contemporary qualitative methodology, first developed by psychologist Jonathan Smith (1996). Whilst its roots are in psychology, it is increasingly being drawn upon by scholars in the human, social and health sciences (Charlick, Pincombe, McKellar, & Fielder, 2016). Despite this, IPA has received limited attention across educationalist literature. Drawing upon my experiences of using IPA to explore the barriers to the use of humour in the teaching of Childhood Studies (Noon, 2017), this paper will discuss its theoretical orientation, sampling and methods of data collection and analysis, before examining the strengths and weaknesses to IPA’s employment in educational research.

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19

Chianchana, Chaiwichit. "Research Synthesis on Educational Models." GATR Global Journal of Business Social Sciences Review 8, no. 3 (September 30, 2020): 181–90. http://dx.doi.org/10.35609/gjbssr.2020.8.3(5).

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Objective - The purpose of this research is to evaluate research on educational models, to study the effect of the research characteristics on educational models, and to synthesize the research methods and presentations about educational models through qualitative synthesis by content analysis. Methodology/Technique – The sample was research on educational models on the type of thesis at the graduate level from 2013 to present. The research instruments took three forms. The data analysis method used was the ATLAS.ti program using content analysis, frequency, and percentage. Finding - The results show that: 1) The research evaluation on educational models the most of the research used to synthesize research at a very good level, 2) The most research characteristics: research issue was personality traits, research problem presentation was the characteristic of the research problem presentation reflecting the importance of the study, setting research objectives was the study the composition/indicators, develop the model and study the use of the model, and research conceptual framework was the bringing each concept/component together, 3) The most common research methodology applied in the research was research and development (method), focus group discussion (technique), an expert (sample), purposive sampling (sampling), interviews (tool), mean and standard deviation (data analysis), one-group pre-test/post-test design (research design), and 4) there were 8 types of research result presentations on educational models which were descriptive characteristics, causal relationship, the proposed process steps as objective, design characteristics on standard/indicators/factors of model. Novelty - The qualitative characteristics, system approach characteristics, experimental characteristics, and mixed-method between quantitative and qualitative methods. Type of Paper: Empirical. JEL Classification: A20, A39. Keywords: Research Synthesis; Educational Model; Evaluative Research; Research Characteristics; Research Methodology; Research Result Presentation. Reference to this paper should be made as follows: Chianchana, C. 2020. Research Synthesis on Educational Model, Global J. Bus. Soc. Sci. Review 8(3): 181 – 190. https://doi.org/10.35609/gjbssr.2020.8.3(5)

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20

Fabiano, Gregory A., Sandra M. Chafouleas, Mark D. Weist, W. Carl Sumi, and Neil Humphrey. "Methodology Considerations in School Mental Health Research." School Mental Health 6, no. 2 (January 4, 2014): 68–83. http://dx.doi.org/10.1007/s12310-013-9117-1.

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21

Bashkir, O. "METHODOLOGY OF SCIENTIFIC AND PEDAGOGICAL RESEARCH AS AN EDUCATIONAL DISCIPLINE." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 74 (2021): 79–82. http://dx.doi.org/10.32840/1992-5786.2021.74-2.15.

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22

Jang, Deok-Ho, and In-Soo Shin. "Historical development of meta-analysis as an educational research methodology." Journal of Curriculum and Evaluation 14, no. 3 (November 2011): 309–32. http://dx.doi.org/10.29221/jce.2011.14.3.309.

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23

No authorship indicated. "Review of Educational Research, Methodology, and Measurement: An International Handbook." Contemporary Psychology: A Journal of Reviews 35, no. 3 (March 1990): 300. http://dx.doi.org/10.1037/028431.

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24

Stainton, Andrew J., Johnnie E. Johnson, and Edward P. Borodzicz. "Educational Validity of Business Gaming Simulation: A Research Methodology Framework." Simulation & Gaming 41, no. 5 (April 14, 2010): 705–23. http://dx.doi.org/10.1177/1046878109353467.

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25

Faqih, Muhammad Izzatul, and Mustofa Mustofa. "SIMPLE CHATBOT DEVELOPMENT TO HELP STUDENTS UNDERSTANDING EDUCATIONAL RESEARCH METHODOLOGY." Phenomenon : Jurnal Pendidikan MIPA 10, no. 1 (December 15, 2020): 75. http://dx.doi.org/10.21580/phen.2020.10.1.7129.

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<p>Penelitian ini bertujuan untuk (1) Mengembangkan <em>chatbot </em>sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan, (2) Mengetahui kelayakan <em>chatbot </em>sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan, (3) Mengetahui respon <em>chatbot </em>sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan. Jenis penelitian ini adalah penelitian <em>Research and Developement</em> (RND). Teknik pengumpulan data menggunakan observasi, angket, dan dokumentasi. Hasil penelitian aplikasi tersebut layak digunakan yaitu ditandai dengan skor 4,425 yang diberikan oleh 4 ahli teknologi. Pada penilaian SUS aplikasi secara adjective rating bernilai <em>excellent</em>, dengan <em>grade scale</em> bekategori B dan <em>acceptability ranges</em> masuk pada <em>acceptable</em></p><strong>Kata kunci</strong>: <em>chatbot</em><em>, metodologi penelitian pendidikan</em>

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26

Keeves, John P. "Theory, politics and experiment in educational research methodology: A response." International Review of Education 32, no. 4 (1986): 388–93. http://dx.doi.org/10.1007/bf00597548.

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27

Miller, Anton R. "ADHD and Research Methodology." Journal of the American Academy of Child & Adolescent Psychiatry 31, no. 1 (January 1992): 171–72. http://dx.doi.org/10.1097/00004583-199201000-00032.

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28

Test, David W., Fred Spooner, and Nancy L. Cooke. "Educational Validity Revisited." Journal of the Association for Persons with Severe Handicaps 12, no. 2 (June 1987): 96–102. http://dx.doi.org/10.1177/154079698701200202.

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In 1983, Voeltz and Evans introduced a set of criteria for establishing educational validity. Their intent was to improve the documentation of quality educational programs for learners with severe disabilities. Although the concept of educational validity is sound, we feel that Voeltz and Evans were not justified in rejecting single-subject research methodology as a vehicle for assessing educational validity. The present paper (a) provides a summary of the arguments of Voeltz and Evans against the use of single-subject research designs in establishing educational validity, (b) addresses each of the major concerns of Voeltz and Evans with single-subject research methodology, and (c) demonstrates how single-subject research methodology can be used to demonstrate educational validity.

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29

Shpak, Valentina. "Transversal Approach in the System of Specific Social-Educational Research Methodology." American Journal of Educational Research 1, no. 11 (December 16, 2013): 534–37. http://dx.doi.org/10.12691/education-1-11-13.

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30

Patterson, Annette. "Reading Research Methodology and the "Reading Research Quarterly": A Question of Gender." Reading Research Quarterly 30, no. 2 (April 1995): 290. http://dx.doi.org/10.2307/748039.

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31

Whitehead, Jack. "Contributing to Moving Action Research to Activism with Living Theory Research." Canadian Journal of Action Research 20, no. 3 (September 4, 2020): 55–73. http://dx.doi.org/10.33524/cjar.v20i3.467.

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This paper follows the organisation of the successful proposal: 1) The research and action aims; 2) methodology, theoretical tools and methods; 3) results, outputs, program changes and events. The research aims are focused on the communication of meanings of relationally dynamic values in educational conversations in the generation of living-theories by activist scholars that carry hope for the flourishing of humanity. The action aims are focused on establishing a global educational conversation with a focus on improving practice with these values. The methodology, theoretical tools and methods are focused on the generation of their living-theories. The results, outputs, program changes and events demonstrate the spreading global educational influences of Living Theory research.

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32

Eisenhart, Margaret A. "The Ethnographic Research Tradition and Mathematics Education Research." Journal for Research in Mathematics Education 19, no. 2 (March 1988): 99–114. http://dx.doi.org/10.5951/jresematheduc.19.2.0099.

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Although in theory ethnography has been put forward as a powerful naturalistic methodology, in practice it has rarely been used by educational researchers because of differences in assumptions, goals, and primary research questions. From my perspective as an educational anthropologist, I describe the research tradition of ethnography—its underlying assumptions, its heritage in holistic cultural anthropology, its goals and research questions, and the organization of its research methods. Throughout, I compare elements of this ethnographic tradition with more common educational research practices. In the final section, I discuss the advantages of improved communication for future research in both mathematics education and educational anthropology.

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33

Kulapina, Olga I. "Workshops in the Higher Educational Institution Course “Methodology of Musicological Research”." ICONI, no. 1 (2020): 88–94. http://dx.doi.org/10.33779/2658-4824.2020.1.088-094.

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“Methodology of musicology research” refers to an insuffi ciently developed higher educational institution discipline studied by musicology students from the advanced courses (major fi eld of studies). The purpose of the article is to examine the relevant and largely innovative forms of practical development of the course, which corresponds to the content of the curriculum drawn up by the author. The focus of our attention is on three types of workshops held as part of seminars: 1) methodological analysis of specifi c musicological theories, 2) preparation by the students of the methodological subsection of the fi nal qualifi cation thesis, 3) the work of studying the introductory sections of monographs and abstracts of dissertations for the degree of Candidate of Arts (analysis of the methodological position). Organization of these workshops makes it possible for students to enrich their knowledge with existent and new informational sources, to develop their skills in working with scholarly texts, revealing their methodological component, to comprehend the signifi cance of the approaches and methods used in studying and writing academic works of different genres, to adapt the methodology of scholarly research for professional activities in the fi eld of scholarship, education, and enlightenment. Thereby, it becomes possible to increase the competence of future specialists in various types of activities in the fi eld of musical scholarship, art and culture.

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34

Al-Musawi, Nu’man. "Setting Standards to Evaluate the Quality of Methodology of Educational Research." Journal of Educational & Psychological Sciences 12, no. 03 (September 3, 2011): 13–48. http://dx.doi.org/10.12785/jeps/120301.

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35

Slabzhennikova, I. M. "Methodology for conducting multilevel educational and research laboratory work in physics." Physics in Higher Education 28, no. 4 (2022): 114–22. http://dx.doi.org/10.54965/16093143_2022_28_4_114.

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36

Amanda Wiebusch de Amorim, Thays, and Leidiany Biavati da Silva. "EDUCATIONAL EXPERIENCES." Revista Gênero e Interdisciplinaridade 3, no. 06 (January 3, 2023): 290–313. http://dx.doi.org/10.51249/gei.v3i06.1085.

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The work entitled THE IMPORTANCE OF ROUTINE UNDER THE PERSPECTIVE OF LITERACY in the first stages of basic education: early childhood education and early years of elementary school I. E is a research based on the postulates of the sociointeractionist educator Vygotsky, in the National Curriculum Reference for Early Childhood Education (RCNEI) and the National Common Curricular Base (BNCC). The methodology is centered on a bibliographic research with a field trip and which refers to participant observation. The objective is to show such importance of the routine for literacy, this teaching methodology reaches the cognitive, affective and social dimensions that are important for the child to learn.

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37

Tungprapa, T. "Effect of Using the Electronic Mind Map in the Educational Research Methodology Course for Master-Degree Students in the Faculty of Education." International Journal of Information and Education Technology 5, no. 11 (2015): 803–7. http://dx.doi.org/10.7763/ijiet.2015.v5.615.

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38

Yuliana, Petrovska. "METHODOLOGY OF STUDENT SCIENTIFIC RESEARCHES AT HIGHER EDUCATIONAL INSTITUTIONS." Vìsnik Nacìonalʹnogo unìversitetu "Lʹvìvsʹka polìtehnìka". Serìâ Arhìtektura 4, no. 1 (March 30, 2022): 119–27. http://dx.doi.org/10.23939/sa2022.01.119.

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he article highlights the role of student researches at higher educational institutions and further directions of their development, and describes the methodology of scientific researches of students of the Institute of Architecture and Design majoring in Design in the process of their studies for the first (Bachelor’s) and second (Master’s) education and qualification levels. The author conducts the analysis of academic disciplines that form scientific abilities of students, methodically direct them at the implementation and presentation of their own scientific researches within the framework of the educational process. The paper also clarifies the role of student researches through the opportunity to use the scientific and technical potential of a higher educational institution for the sake of future development of key and priority areas of science. The task of the student research work is to acquire knowledge about the types of research, to organize and implement scientific researches, to apply principles and methods of scientific research and research requirements of the Ministry of Education and Science of Ukraine related to the formulation and publication of research results. Educational disciplines of the educational and professional program of Design, which include the research (scientific) component, fully disclose the essence of the scientific research, required skills and methods of conducting researches, as well as the implementation and organization of student independent research work in the process of solving current scientific tasks with the subsequent possibility to publish them in professional scientific journals of the Institute of Architecture and Design, as well as to present them in the form of reports at various conferences. The purpose of organization of scientific researches of students of higher educational institutions is to develop the theoretical knowledge gained in the process of studying. Choosing the direction of the research work, a student thoroughly assesses the relevance of the planned research, formulates the purpose and objectives, determines the object and subject of the research, and forms the methodology of the research work in accordance with the outlined objectives of the study. Motivating students to conduct scientific researches and to publish and test their own researches in the process of studying at higher educational institutions is one of the priorities of the educational system; however the student rating does not always motivate students to achieve this goal. Only a comprehensive approach that includes teaching of special academic disciplines, open system of the academic mobility, scholarships, academic integrity, possibility to participate in student research competitions and grant programs will make students realize the importance of the research work and further prospects of its development.

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39

Cortes, Laura Ferreira, Stela Maris de Mello Padoin, and Neusi Aparecida Navas Berbel. "Problematization Methodology and Convergent Healthcare Research: praxis proposal in research." Revista Brasileira de Enfermagem 71, no. 2 (April 2018): 440–45. http://dx.doi.org/10.1590/0034-7167-2016-0362.

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ABSTRACT Objective: Presenting theoretical subsidies for the nursing care practice based on the possibility of convergence between research practice and educational practice. Method: The Convergent Healthcare Research was developed from February to August 2015, with an intersectoral working group formed by 32 participants, including health, social services and public safety professionals. Ten group meetings were organized, based on the Problematization Methodology with Maguerez's Arch. Results: The reflection-action movement resulted in the shared (re)building of the flowchart of care to women subjected to a situation of violence, as a device for communication between the services. Final considerations: The research practice based on the Problematization Methodology with Maguerez's Arch proved to be useful and viable in qualitative research, which has as purpose the transformation of the reality studied.

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40

BAYRAM, Hüseyin. "Views of Social Studies Teachers on Scientific Research Methodology." Participatory Educational Research 8, no. 4 (December 1, 2021): 64–83. http://dx.doi.org/10.17275/per.21.79.8.4.

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41

Dunlop, Aline-Wendy. "Using research methodology to explore quality of social interaction." European Early Childhood Education Research Journal 6, no. 1 (January 1998): 87–104. http://dx.doi.org/10.1080/13502939885208181.

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42

Asher, William. "Education Psychology, Research Methodology, and Meta-Analysis." Educational Psychologist 25, no. 2 (March 1990): 143–58. http://dx.doi.org/10.1207/s15326985ep2502_3.

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43

Firdaus, Firdaus, Zulfadilla Zulfadilla, and Fakhri Caniago. "Research Methodology : Types in the New Perspective." MANAZHIM 3, no. 1 (February 27, 2021): 1–16. http://dx.doi.org/10.36088/manazhim.v3i1.903.

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Indonesian education requires every student to do research. Every time you carry out research, there are many methods in the manufacturing process which are commonly referred to as research methodologies, which are useful for distinguishing the types of research being carried out. There are several kinds of research methodologies including quantitative, qualitative, pure, applied, evaluation, descriptive, explanatory, experimental, non-experimental, ex post facto methodologies, surveys, case studies, and action research which have specific characteristics, weaknesses and strengths. By conducting literature studies and content analysis approaches, I got a new pattern in conducting research, namely combining two types of research, qualitative and quantitative, which were previously deemed impossible. What we have summarized in this article is for the development of Indonesia's educational civilization.

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44

Brooks, Jeffrey S., and Anthony H. Normore. "Qualitative research and educational leadership." International Journal of Educational Management 29, no. 7 (September 14, 2015): 798–806. http://dx.doi.org/10.1108/ijem-06-2015-0083.

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Purpose – The purpose of this paper is to highlight issues relayed to appropriate design and conduct of qualitative studies in educational leadership. Design/methodology/approach – The paper is a conceptual/logical argument that centers around the notion that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all. Findings – The major findings indicate that researchers/analysts need to determine not only the existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the original purpose, the context in which it is produced and the intended audience. Originality/value – Certain aspects of the paper relate to general issues of sound and generally accepted standards of research practice, but the authors also consider several issues that make educational leadership scholarship unique. The originality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.

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45

Miller, Richard, Katrina Liu, and Arnetha F. Ball. "Critical Counter-Narrative as Transformative Methodology for Educational Equity." Review of Research in Education 44, no. 1 (March 2020): 269–300. http://dx.doi.org/10.3102/0091732x20908501.

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Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.

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Ting, Zhu. "METHODOLOGY OF PARTNER BENCHMARKING DURING THE DEVELOPMENT OF INTERNATIONAL JOINT EDUCATIONAL PROJECTS BASED ON AGILE METHODOLOGY." Management of Development of Complex Systems, no. 50 (June 27, 2022): 93–101. http://dx.doi.org/10.32347/2412-9933.2022.50.93-101.

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An analysis of the use of the benchmarking approach in the modern field of education was conducted, the need for the use and implementation of benchmarking in Ukrainian educational institutions was substantiated. The benchmarking benchmarks of the educational institution have been formed. The stages of assessing one's own potential for international cooperation in the form of an algorithm for conducting a benchmarking analysis of the organization of educational services are given. An algorithm for choosing a partner for international cooperation by an educational institution is proposed, which helps to select partners according to the given criteria, formed on the basis of information about insufficient resources, dynamic abilities and competences of both the educational institution and the potential partner. Based on the results of the research, the method of partner benchmarking in the development of international compatible educational projects was formulated in the form of a typology of business models, which is an assessment of the ability of the educational institution to integrate into the international educational space.

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Vujisic-Zivkovic, Natasa. "Educational research and education of teachers." Zbornik Instituta za pedagoska istrazivanja 39, no. 2 (2007): 243–58. http://dx.doi.org/10.2298/zipi0702243v.

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The development of research competence is one of the basic demands of the contemporary programs of professional education of teachers. This paper discusses the question of the relation between educational research and education of teachers. Examination of different models of the inclusion of educational research into the programs of education of teachers demands first to shed light on, sometimes concealed, epistemological-methodological assumptions on which they are based. As a starting point for the consideration of problem of the relation between educational research and education of teachers, the circle of questions stemming from dichotomy theory-practice was analyzed. In that context, the problem of the relation of practicians towards educational research was emphasized. The relation between educational research and education of teachers in the model of "reflective practician" and model of education of "teacher researcher" was analyzed. The analysis indicates that the development of methodology of educational research is one of the key aspects of the advancement of the program of teacher education.

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Forster, Marc. "Phenomenography: A methodology for information literacy research." Journal of Librarianship and Information Science 48, no. 4 (July 9, 2016): 353–62. http://dx.doi.org/10.1177/0961000614566481.

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The qualitative methodology phenomenography has been successfully used to determine the range of information literacy experiences of defined groups and professions. Phenomenographic method is believed to yield research findings which give a richer and more accurate picture of what information literacy means in practical terms. The archetypal definitions of the limited but interrelated experiences of information literacy that a phenomenographic study provides have been used as a basis of evidence-based information literacy educational interventions (Andretta, 2007). What are the epistemological ideas behind phenomenography and what are the data collection and analysis procedures based on its philosophical underpinnings? The key principles as described in the literature are discussed in this paper, beginning with the early work of Marton (1986). The use of phenomenography to research information literacy experience began with Christine Bruce’s (1997) seminal work. The value of the work of Bruce and her followers have been recently recognized by ACRL (2014).

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Ros-Martín, Montserrat Irene. "Methodology to evaluate school buildings. Educational applications." Advances in Building Education 5, no. 3 (December 31, 2021): 62. http://dx.doi.org/10.20868/abe.2021.3.4734.

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In this work, an innovative methodology to assess the security, habitability and functionality requirements of school buildings have been designed. The objectives are two: to design an evaluative methodology to assess technically the satisfaction of the basic requirements: safety, habitability and functionality that exist in public school buildings, and apply the methodology developed in university teaching so that students of the disciplines related to construction are able to justify, based on the regulations, their project decisions and intervention. The methodology is developed in the subject Applied Construction of the Master in Architecture of the Rey Juan Carlos University. The main result is that, from the detection of a real problem, such as the state of conservation of school buildings, we can developed an educational practice that helps Master students to ensure that their projects comply with current regulations. One of the most relevant conclusions is that the teaching applications of a real research, offer a provided value at academic level and a realistic view of the current constructions. Furthermore, stress the importance of both planning in accordance with the regulations and ensuring the conservation of the buildings

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Byun, Kiyong, Hyunju Lee, Seunghee Lee, and Daun Son. "The implications of critical realism on educational administration research methodology & practices." Korean Educational Administration Society 40, no. 1 (April 30, 2022): 691–720. http://dx.doi.org/10.22553/keas.2022.40.1.691.

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