Dissertations / Theses: 'Educational research'

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Harvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.

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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.

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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research /." Saarbrücken : VDM, Müller, 2008. http://d-nb.info/989113051/04.

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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research." Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/989113051/04.

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Sweet, Christopher Pennington. "Science and educational research." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018495/.

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At present the most powerful and influential groups in education see the solution to matters of educational concern as mainly falling within the province of an educational research which is fundamentally scientific. This thesis sets out to examine whether this assumption can be substantiated and, in the possible scenario that it cannot, to look at an alternative form of educational research. It begins with the philosophical arguments which support the view that educational research, where it is empirical, should be mainly scientific and continues by looking at what contemporary educational researchers have said about the nature of educational research. The role philosophy of education might take in this context is also examined. The thesis continues by looking at the prescribed methodology of educational research and examines the philosophical assumptions of such a methodology. It continues by looking at the major assumption of scientific endeavour which is that it is nomological. The conclusions drawn from the aforegoing are that, for various philosophical reasons, the notion that educational research can be founded on scientific method and applied through a process parallel to engineering is fallacious and needs to be reviewed. A review of the philosophical situation with regard to understanding human beings as would be necessary to understanding them in an educational context is undertaken in the fourth chapter. This marks the beginnings of an alternative, non-scientific, framework for educational research. A case is made for the thesis that individual actions are understood properly against a background of information which includes beliefs, intentions and historical circumstances. Consideration is then given as to how this might be put in such a way as to be of practical use in the deliberation of how to tackle educational issues. The final chapter outlines how a possible substantive piece of educational research might look.

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Kwok, Yee-man Rio. "Environmental Educational Centre." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952973.

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Hall, Kelly S. Klass Patricia Harrington. "Educational research centers profiles and distinguishing characteristics /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225103401&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176386024&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2005.
Title from title page screen, viewed April 12, 2007. Dissertation Committee: Patricia H. Klass (chair), James C. Palmer, Stephen M. Bragg, Zeng Lin. Includes bibliographical references (leaves 168-179) and abstract. Also available in print.

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Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.

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Previous investigations into educational research in Australia have highlighted important issues affecting research, with the majority of issues remaining to date. The Australian government and several research academics have examined issues relevant to educational research, including areas such as research design, dissemination of research results, and effectiveness of research. However, few studies have given voice to the academic researchers working in this field. Therefore, in light of the complexities and broadness of issues faced by educational researchers, this study aimed to investigate what current issues were pertinent to academic educational researchers through an examination of their experiences. This study also sought to determine the reasons for these issues and ascertain possible solutions. This study used a qualitative approach within a critical theory framework. In addition, this study also utilised a radical interactionist philosophical perspective. The technique used to gather data was through a questionnaire using open-ended questions. There were 18 participants currently engaged in academic educational research in this study. The questionnaire transcripts were analysed through open coding and axial coding to establish categories. These categories were developed into a model and included the themes of: research purpose, ethics processes, collaboration, value of educational research and academic freedom. The overarching theme to which all other themes were connected was research culture. The results of this study revealed that issues faced by academic educational researchers are of a perpetual nature and highlights the significant difficulty in overcoming these issues. This study also demonstrated that the issues in academic educational research are sustained through a lack of research culture. This lack of research culture was found to provide a significant barrier to research activity and recommendations are provided toward developing a research culture within the field of academic educational research. For future research, the categories within the developed model may be investigated in more depth, and knowledge structures and strategies within research-intensive universities may be further investigated in relation to research activity and research cultures.

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Baker, Tracy N. "The Impact of Undergraduate Research Participation on Research Self-Efficacy." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642999.

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Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender.

The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to non-researchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic self-concept.

This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants’ background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.

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Spencer, Neil Hardy. "Longitudinal multilevel models in educational research." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306918.

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Poon, Hon-hung Anthony, and 潘漢雄. "Research policies of official educational research bodies: selected case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955885.

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Poon, Hon-hung Anthony. "Research policies of official educational research bodies : selected case studies /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531817.

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Daniel, Benjamin L. "No Child Left Behind and its communication effectiveness in diverse communities /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Ngwane, Mandisa Sweetness. "Research portfolio." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003611.

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Rowe, Dawn A. "Research and Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.

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As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience

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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.

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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.

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Dunlop, Rishma. "Boundary Bay : a novel as educational research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/NQ46339.pdf.

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Townsend, Andrew James. "Educational action research networks as participatory interventions." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.

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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.

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Hutchinson, W. B. D. "Action research, educational change and professional development." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381565.

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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.

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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.

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Kwok, Yee-man Rio, and 郭綺文. "Environmental Educational Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984629.

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Clements, Andrea D., and P. W. Myrick. "Requirements for Education on the Protection of Human Research Subjects: Implications for Educational Researchers." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7213.

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Stephens, Joshua. "Longitudinal stability of effect sizes in educational research." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1367322715.

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Welch, Anthony R. "Myth & method : a critique of educational research." Thesis, University of London, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318976.

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This thesis represents an attempt to develop a systematic critique of various forms of educational research, contemporary and historical. Much has been written on educational research, some of it critical of individual elements or styles, but little by way of the overt establishment of a set of criteria which is then applied to an understanding and critique of major forms of educational research, quantitative and qualitative, macro and micro. In this thesis, I attempt to develop such a set of criteria, to be drawn variously from selected literature in contemporary philosophy of science, and social theory and critique, which may then be so applied. The structure of the thesis, then, is to initially develop and justify a set of criteria. This is followed by an examination of dominant strains of educational research in the nineteenth century and earlier, according to these criteria. Subsequently, these same criteria are applied to various more contemporary forms of educational research such as functionalism, ethnomethodology and phenomenology. In each case the genealogy, and basic assumptions are traced. Further, the application of the criteria allows a critique of shortcomings or biasses in each to be developed. For example functionalist assumptions with regard to socia change, and unilinear development are criticized, as also its normative orientation, and dependence on a misconceived biological analogy. Phenomenology and ethnomethodology are both criticized for their failure to embrace macro structures and concerns, and their dependence on an isolated and subjectivist ontology and epistemology. The thesis concludes with some recommendations for more satisfactory forms of research in education, and some examples of existing research which fulfil the criteria developed herein more, or less, satisfactorily.

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Wallace, A. M. "Towards an action research approach to educational management." Thesis, University of East Anglia, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259983.

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Wells, Keith P. "An educational strategy for teaching theological research methodology." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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King, V. "I and we : towards an understanding of collaborative educational research contribution." Thesis, Coventry University, 2013. http://curve.coventry.ac.uk/open/items/648213ba-696d-4231-ba12-d350e03ba9bb/1.

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The research outputs within this portfolio demonstrate sustained inquiry over seven years which has added progressively to the understanding of collaborative educational research contribution. This research developed out of my work with the iPED (inquiring pedagogies) research network which I co‐founded in 2005. The portfolio contextualizes and critiques four journal articles and two peer‐reviewed book chapters published between 2007 and 2012. Through these studies of educational research at Coventry University, I make a significant and original contribution to knowledge, firstly by synthesizing evidence of the facilitators, drivers and barriers to contribution within collaborative educational research; and secondly by offering three new models which help to make the contribution of collaborative educational research more transparent. The Influence Wheel provides a visualization of research contributions as an interactive image. The model can also reveal gaps in contribution, and can be adjusted to display the aspects of contribution of interest to an intended audience. Product‐Based Analysis provides a holistic view of the strategic drivers, goals and interim outcomes of research. This model can be used to analyze, develop, track or communicate a research strategy. Finally, the Enhanced Three‐Phase Model articulates the social and cultural transitions through which a collaborative educational research community may evolve. Used alongside an analysis framework I devised using themes from works of fiction, this model exposes the problems and opportunities a collaboration community may encounter. These three tools exemplify my creativity in devising new ways of visualizing information, an approach adapted from the field of management where graphics are commonly used to supplement text. Methodologically, all the portfolio outputs employ insider inquiry strategies which capture different perspectives on the research context. Conceptually, all the outputs offer social representations of collaborative educational research. These studies offer questions and interim findings which provide opportunities for future research.

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Gordon, M. "Developing healthcare non-technical skills training through educational innovation and synthesis of educational research." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/30826/.

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This thesis presents a programme of nine key published works, as well as twelve published supporting works focusing on two areas. Firstly, an investigation of how non-technical skills education in healthcare can be used to enhance outcomes for patients. Secondly, an exploration of how evidence synthesis be used as a tool to direct educational innovation and, in this context, enhance patient safety. Non-technical skills are the interpersonal, communication, team working and decision making skills that support safe patient care. Existing theory was applied to build new conceptual frameworks to understand how non-technical skill learning occurs. Educational innovations were developed, allowing outcomes for patients to be enhanced and the theory to be refined. Ultimately, this has led to the proposal of the SECTORS model, combining three key elements: The generic knowledge and skills in core areas that contribute to and support learning in non-technical skills (Systems and technology use, Error awareness, Communication, Team working), a situated cognition approach to formal and experiential learning that develops these skills (Observation and simulation) and developments in analytical skills that can integrate these and support decision making (Risk assessment and situational awareness). SECTORS can support curricula design, educational innovation and design of assessments. SECTORS will support future scholarly research, allowing the field to move from theory generation to theory testing and refinement. Additionally, synthesis of educational evidence to support the development of this new knowledge has been employed. Building on existing guidance and in response to calls for more theoretical generation in primary educational research, a complete method for health education evidence synthesis has been developed and applied. This method allows clarification of educational questions through generation of conceptual frameworks and new theory within a systematic framework that employs qualitative synthesis techniques such as thematic generation and meta-ethnography, representing a significant contribution to the field.

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Muituti, J. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003619.

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In Namibia, as in many other countries, curriculum changes have resulted from a “highly complex mix of ideological, political, social, philosophical, economic and other influences” (McGee, 1995, cited by Swarts). Over time some influences become stronger while others lose ground. Different conceptions exist as to what school curricula should be. These conceptions are sometimes referred to as “theories of curricular” or ideologies (ibid). Ideologies in general are “belief systems that provide value premises from which decisions about practical educational matters are made” (Eisner, 1994:47). They derive from broad, international perspectives and views. Some views are unproblematic in that they are generally agreed, such as all children should learn to read and write. Others are more controversial and problematic, e.g. whether sex education should be taught in school. As a result of exposure to other views and perspectives, there is overlap between ideologies and no ideology represents a clear-cut concise school of thought. Nevertheless they provide a theoretical basis for the Home Ecology syllabus. This paper will attempt to provide a critical analysis of the Home Ecology syllabus, the socio-historic and economic analysis of the learners for whom the curriculum has been designed and the analysis of the learning environment in which this curriculum is presented. The synthesis, which will link the sections together, and conclusion will draw the threads together. In providing this analysis it is imperative to provide a definition of what a curriculum is. In the broader sense, a curriculum is the offering of socially valued knowledge, skills and attitudes made available to learners through a variety of programmes. Forquin (1995) cited in Swarts (1996:23) has the following to say about curriculum: ‘The concept of curriculum, indeed, implies taking into consideration the whole of the course of studies and not just one aspect or one stage considered separately’. In examining official educational documents, especially curricular documents written after independence, there are signs of continuing traditional emphasis however, this is expected, as Fullan (1991) contends that change does not take place just because it has been decreed and written down in the book of reforms. Change takes time to work its way in.

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Johnston, Katelyn McKenzie. "Describing the Efficacy of Research Videos in Extension Education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606899095291283.

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Sutherland, Margaret Julia. "Building educational bridges : the importance of interconnections in contemporary education research, policy and practice." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4188/.

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The arguments presented in this thesis extend the existing discourse in the field of educational research. With support from empirical evidence and conceptual argument I will contend that the role of the teacher, and teacher beliefs, are central to changing practice and that a fine-grained understanding of teachers’ attitudes is crucial if we are to bridge the disjunction between research, policy and practice. The papers presented in this submission make a significant contribution to our understanding of the complex nature of learning and teaching. Empirical research to date has tended to be carried out in discrete disciplines within education such as psychology, sociology or early years. In contrast the portfolio of work presented here extends this knowledge by innovatively synthesising different fields of research and knowledge and challenges traditional practices where evidence was often restricted within a distinct field of study. There are increasingly nuanced debates in the academic literature about interconnectedness and the research/policy/practice nexus. The work presented here is located within this nexus. This portfolio of publications brings together work I have completed in the field since 2000. The publications are empirical and conceptual and progress knowledge related to teacher beliefs, classroom organisation, curriculum, early years and gifted and talented education. This submission provides a unique contribution to understanding the complex processes of learning and teaching by means of synthesising existing evidence and generating new evidence that not only contributes to the discourse but crucially is disseminated in a way that is accessible and practical in nature. The central claim underlying the work in this research portfolio is that providing for children can best be understood as resulting from three connected perspectives: 1. The complex interactions between teachers’ universal understandings about learning, teaching and ability; 2. The synthesis of previously discrete fields of research; 3. The policy context teachers find themselves working in and practical application in the classroom. This submission includes four jointly authored and four single authored peer-reviewed published papers together with two systematic reviews of literature. A range of work will be presented as evidence of knowledge exchange outputs emanating from the empirical and conceptual work. The submission will be organised under three key themes, each of which contributes to the intellectual development of knowledge and understanding about learning and teaching. Theme 1: Teachers, Learning and Learners The three papers presented in this theme directly address the teachers’ role and interrogate through: a literature review; the development of a model and an empirical study; how teachers might understand their role within the process. The first paper (1) reports the findings of a systematic review of literature about motivation to learn. Paper two (2) reports on a two-dimensional model for motivation. Paper (3) presents findings from a study carried out with teachers undertaking postgraduate qualifications in Special Educational Needs. Synthesising the findings from these papers contributes to discourse in the field by generating overarching patterns that relate to learners and effective learning regardless of their age. Theme 2: Classroom Organisation The four papers in this theme focus on curriculum and the mediation of the curriculum for learners. They demonstrate how the research undertaken reveals similar concerns within the field of gifted education and education generally, thus strengthening the thesis that greater synthesis of discrete fields of research is required. Paper four (4) critiques the current curricular framework being implemented in Scottish schools in relation to pupils who demonstrate high ability. Paper five (5) examines findings from a pilot study in one Education Authority in Scotland. Papers six (6) and seven (7) present findings from a study that examined classroom organisation from the perspectives of both teachers and pupils. Evidence is presented through knowledge exchange outputs in the form of a national staff development pack. Intellectually the papers contribute to the theoretical debates that exist around the organisation of pupils for learning and teaching. The findings corroborate the thesis that no one approach will meet the needs of all pupils. Theme 3: High ability Each of the three papers in this theme provides a unique contribution to the contentious debate around the most appropriate way to educate gifted and talented learners. The field is dominated by arguments for the need for specialised education for this cohort. The papers in this submission challenge this position arguing for the benefits of a more inclusive approach. Paper eight (8) is a literature review of interventions aimed at improving the educational achievement of gifted and talented pupils. Paper nine (9) explores parents’ views about high ability. Paper ten (10) presents initial findings from a study of staff working in one Education Authority in Scotland. Further evidence will be presented indicating how my empirical and conceptual work translates into accessible books and reports for use by teachers, students and Education Authorities, thus demonstrating impact “on the ground” and extending my work to include both an academic and practitioner audience. Conceptually the work submitted in this section evidences the central thesis that it is the implementation of a variety of methodological and pedagogical approaches by a knowledgeable educator that will best support gifted and talented learners. Conclusion It is important that the individuality, personal knowledge, beliefs and understanding teachers bring to the learning and teaching processes are explored, challenged and enhanced from a theoretical and methodological base. The syntheses of findings that are presented in this portfolio provide a critical and fine-grained understanding of teaching and learning across rarely connected disparate and discrete elements within education. It is this critical interrogation of existing practice that offers a unique contribution to the field. Explicitly such insights have yet to pass down into educational practice to produce more critically informed forms of educational praxis. The work presented in this submission offers a distinctive empirical and conceptual base from which to move forward.

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Evirgen, Cüneyt, Lei Lei, Peter Moizer, Richard D. Phillips, Barbara Stöttinger, and Marie Wilson. "The State of Business Education and Research - Perspectives from Educational Leaders around the Globe." Rutgers Business School, 2016. http://epub.wu.ac.at/5170/1/ddcf9a_7ffcb7251a1944ebae539d644f38f917.pdf.

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Shihako, Mathilde. "Research portfolio." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003612.

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This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.

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Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.

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For several decades, there have been a varying number of books on Calculus following the classic line of mathematical thought, where Mathematics is taught for everybody by means of rigorous definitions, theorems, and carefully detailed and extensive demonstrations. For mathematical education into the XXI Century the students need to achieve ability in handling of present mathematical tools and concepts from the beginning of their courses. These needs can be achieved today by means of a paradigmatic change in the focus of mathematics teaching: to learn to develop ideas and to experiment and test those ideas in such way that students can verify their own inferences. In this paper we report an educational research in teaching and learning functions models according to a new paradigm in hands-on experimental mathematics, with applications in the real world, i.e. sciences and engineering by using Computer Algebra Systems. The study of functions is presented, focused into the framing of Exploratory Learning Systems, where students learn by means of the action and their participation in it. It is designed for teachers working together with students in a computer laboratory like hands-on workshops-type activities on other sciences. In this way students have a more “alive”, “realistic” and “accessible” touch in Calculus.

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Higgins, Chris. "Narrative goes to school, Boys themselves as educational research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62751.pdf.

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White, David Philip. "Does collaboration matter? : a paradigm for practical educational research." Thesis, University of Plymouth, 2004. http://hdl.handle.net/10026.1/742.

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What is the virtue in collaboration among practitioners in practical educational research? And if collaboration as elaborated here matters enough for us to care, how will our lives as practitioner-researchers be different? This thesis argues that collaborative research is more than a way of distributing the research burden; it forms a paradigm of practice which requires new modes of conduct and thinking. I illustrate the transformation of my practice from a collaborative methodology to a collaborative ethics, in which changes in status and relationships between participants implied new forms and sources of knowledge. The context of the thesis is a police training college where I held responsibility for staff training and development. The police trainers' thinking was characterised by a means-end rationality and a coyness about public debate of their values. Their practices of both teaching and policing had taken-for-granted aims. underpinned by a faith in certain knowledge and a piecemeal, technical understanding of competence. My research became a critical praxis at the point of interaction with the training staff. I had to learn new skills, and to replace my methodological certainties with a practical and ethical complexity. My collaborative ethics sought to change trajners' relationships with their work. It engendered puzzlement about teaching and learning, and permitted new constructions of practice. An eclectic mix of critical and emancipatory action research, with an autoethnographic approach, points towards a research practice determined by a situated ethics rather than a technical methodology. I contribute to our understanding of 'collaboration' and 'positive freedom' by conceptualising them as qualities of human relationships, judged by their diversity rather than conformity to shared aims, I show how police training culture reproduces conformity, how it may be confronted, and how collaborative relationships can expand understanding of teaching and learning.

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Hodgson, Naomi. "Educational research subjectivity and the construction of European citizenship." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019966/.

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Byrd, C. Noel. "Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26523.

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Educational research contains many data-driven implications for inservice educational professionals including those who work closely with students with disabilities, special educators. Although special education professionals are under increasing directives to make use of this body of literature in the form of evidence-based practices, they historically strive for self-improvement and often look to research information for strategies as well as innovative approaches to help improve student achievement. Therefore, developing a comprehensive understanding of the issues related to the use of and perceived barriers to educational research information is critical to cultivating a more synergistic relationship between academia and inservice educational professionals. The current study queried 130 inservice special education professionals using an online, anonymous survey instrument. Participants were asked to respond to items that related to four main variables that may exert influence over their interaction with educational research information: general perceptions about educational research, perceived barriers to the use of educational research, typical sources of educational research information, and self-efficacy in the context of information literacy. Self-efficacy, as measured by confidence ratings, was investigated through two contexts: (a) finding information (general vs. research information), and (b) specific steps in the information literacy skill set. The resulting data were analyzed using descriptive and inferential statistics including t-tests and Analysis of Variance (ANOVA). Results indicated that teachers generally hold positive perceptions of educational research, use a wide variety of sources for research information, and believe three main barriers exist to their use of research information: time, access, and the manageability of information. Although self-efficacy ratings were higher for finding general information versus research information, no differences were present between the steps of the information literacy skill set.
Ph. D.

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Pinkowski, Jacqueline Carol. "Educating Nurses How to Critique Research Reports." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3628.

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When bedside acute care nurses support their clinical practice with current best evidence, patient outcomes improve. Most bedside acute care nurses base their clinical decision-making on tradition and not the application of evidence based practice (EBP). The ability to appraise research is a critical component in the application of EBP and best care practices. The purpose of the DNP project was to obtain 5 content experts' evaluations of an education module for bedside nurses on how to analyze a research report, complete a literature review, and create a table of evidence (TOE). The theoretical framework guiding the project was the Advancing Research and Clinical Practice through Close Collaboration (ARCC) Model, which supports the integration of research in clinical practice. The content experts provided qualitative, summative evaluations to strengthen the content. Recommendations included adding information to the content of the module that would identify the differences in analyzing quantitative and qualitative research, providing more information related to the 51 criteria of the RAC used to guide nurses when analyzing a research article, and providing a script and talking points to assist other facilitators when implementing the module. A final suggestion by the experts included presenting the EBP module in two parts: part 1, how to analyze an article and part 2, how to pool the data. The project has the potential to improve nurses' knowledge and the application of evidence based practice to enhance social change through improved clinical outcomes for patients.

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Eakes, Karen Joy. "A qualitative study of the dichotomy between educational policy and educational research on learning theory." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1600.

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Tecker, Sheryl S. "Bridging the Gap| Growth Mindset Research and Educators' Practice." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745035.

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This research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students’ perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district’s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students’ grade point average did improve compared to students from the previous school year in the same district.

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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.

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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.

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Fox, James J., and M. A. Conroy. "Historical, Contemporary and Future Issues in Research in Behavior Disorders: The Role of Single Subject Research in Building a Science and Practice." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/142.

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Behavior disorders has varied conceptual and methodological roots. Effective answers to working with students with EBD require pragmatic solutions. One of the most productive approaches has been the behavioral model and single subject methodology. Using research on EBD preschoolers as a focus, we review methodological history, exemplary research findings, and critical issues.

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Luo, Jiesu. "Research on Minority-girl Education in China: Critique and Recommendations." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd882.pdf.

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Schulze, S., and G. Kamper. "The use of mixed methods as reflected in two eminent South African educational research journals." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/603.

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Published Article
The epistemological and ontological orientations relevant for this research are positivism, interpretivism and pragmatism. These paradigms of inquiry are associated with quantitatively oriented research traditions, qualitatively oriented research traditions and mixed methods research respectively. Researchers who use mixed methods build on the strengths of quantitative and qualitative methods and minimize their weaknesses. Since educational research is primarily evidence-based, the aim of the study was to explore the extent to which mixed methods research was reflected in two eminent South African educational research journals during the 11 year period, 2000 to 2010. To this end 1392 articles were analysed. Of the research articles published in the two journals, 17.8% and 15.1% respectively reported on the use of mixed methods. Quantitative methods dominated between 2000 and 2002, followed by a paradigm war in 2003 to 2007, and mainly qualitative methods from 2008 onwards. Mixed methods research was mostly used in the educational domains of didactics (inclusive of curriculum studies), management and social studies. The most dominant themes investigated in these fields were related to curricula and the NQF/OBE, transformation, staff diversity, e-learning and other teaching methods. The need to develop mixed methods research in all branches of social research in South Africa is indicated.

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Hoveka, E. P. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.

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The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.

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Nyarambi, Arnold, Regina L. Enwefa, and Stephen C. Enwefa. "Research on Autism in Africa: Breaking the Silence." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8226.

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Le, Ky Phuoc. "Factors affecting student persistence at public research universities in Oklahoma." Thesis, Oklahoma State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10190774.

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Prior studies have demonstrated that most college dropouts happen at the transition to the third semester of college. Using a state dataset that includes student data for the 2013-2014 time span in the state of Oklahoma, the researcher examined the validity of students’ background characteristics, high school performance, and financial aid status in predicting first-year college performance and persistence beyond the second semester of college.

Data from 116,991 degree-seeking first-year students enrolled at research universities in Oklahoma from fall 2013 to fall 2014 were entered in the SPSS software for data analyses, which include both multiple linear regression and multiple logistic regression.

The researcher finds that students’ enrollment status and federal Perkins loans do not yield strong predictions of how students will perform academically or whether they will return to the second year of college. For tuition waivers, the associations with college performance and persistence are stronger, but still not significant. In contrast, spring GPA, Oklahoma’s Promise, high school grade point average, American College Testing scores, and gender are useful for predicting persistence to the third semester, and have a strong association with their college performance.

These findings might reflect current efforts by the Federal Government, State agencies, institutions and schools to promote student success, help them pay college tuition, and increase students’ pre-college performance.

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Pacansky-Brock, Michelle. "Evaluating the effects of an ebook to support faculty who teach with VoiceThread| An action research study." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718013.

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Colleges and universities are now part of an ecosystem that includes educational technology companies. As more faculty adopt Web 2.0 technologies, institutions of higher education must seek sustainable methods to support faculty and this may involve collaborations with ecosystem partners. The purpose of this action research study was to improve the support resources provided by the VoiceThread organization, a Web 2.0 tool provider, to its higher education users. This study was guided by three questions: a) is there a significant difference in faculty perceptions about the pedagogical benefits of VoiceThread between faculty who examine VoiceThread in an eBook and faculty who examine VoiceThread through a webinar; b) how can an eBook be designed to support the diverse needs of 21^st century faculty; and c) what are the support needs of faculty who teach with VoiceThread? A purposeful sample of 53 full-time and part-time faculty from 2-year and 4-year institutions was randomly assigned to a control or treatment group. Quantitative data was collected through a pretest and posttest survey. Qualitative reflection and interview data was also collected. The study found that the eBook did not have a more significant impact on faculty perceptions than the webinars. Findings also show that eBooks used to support faculty should incorporate a blend of technology and pedagogy, include real-world teaching examples, discuss instructional design strategies and student perspectives, be accessible from anywhere at any time, include hyperlinks to videos and other resources, and incorporate illustrations and icons. Flexible, online faculty support services support faculty more effectively than on-campus workshops. The findings show that supporting faculty involves more than access to resources, however. Faculty who teach with VoiceThread feel isolated from their peers and see the eBook as a vehicle that may facilitate conversations about teaching with VoiceThread with peers, influence increased adoption on campus, and improve the likelihood of acquiring a site license. This study encouraged the VoiceThread organization to re-examine the value of the eBook to its higher education users and, as a result, will now provide the eBook as a free resource to all faculty, as opposed to institutions with a site license. Additional research should consider how free, open eBooks co-created through faculty and Web 2.0 company partnerships support part-time and full-time faculty across multiple institutions.

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Mungongi, Fillemon. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007716.

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1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.

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Dissertations / Theses on the topic 'Educational research'

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