Qualitative Research in Distance Education: An Analysis of Journal Literature 2005–2012

This review study examines the current research literature in distance education for the years 2005 to 2012. The author found 382 research articles published during that time in four prominent peer-reviewed research journals. The articles were classified and coded as quantitative, qualitative, or mixed methods. Further analysis found another category of articles in which qualitative data were obtained but results were reported as quantitative. The analysis shows that the publication of purely qualitative research occurs least often in The American Journal of Distance Education than in the other journals. The analysis also shows that, on average, prominent journals are publishing less qualitative research now than they were 2005. This study shows the need for further research and analysis of the methodologies currently utilized in distance education.     

Special Education Teachers’ Self-Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities

This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social–emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in Riyadh. The findings demonstrate that SETs had low to moderate self-efficacy in putting SEL into practice, and the participants highlighted the importance of receiving support that can enhance their self-efficacy in SEL. Moreover, the study's findings show some statistically significant variations in the responses of the teachers, as those who attended more professional development programs reported higher levels of self-efficacy. Additionally, middle school teachers and teachers with fewer years of experience showed a higher need for receiving support to enhance their implementation of SEL. Recommendations for future studies and practices are provided.     

Whose Ethics? Toward Clarifying Ethics in Mathematics Education Research

The philosophical branch of ethics is foundationally concerned with the question of right or wrong, benevolent or harmful, and ultimately what is proper conduct. The present inquiry addresses two related questions: (1) How have theories of ethics been applied to mathematics education research? and (2) What alternatives have not been considered? What might the implications be if these alternative formulations were considered? To answer the first question, I offer a review of the philosophy of mathematics education literature, considering those articles which discuss ethics and mathematics education together. The ethical perspectives adopted within the literature span normative and non-normative, modern and postmodern orientations towards ethics. To answer the second question, I explored philosophy literature to identify which philosophical perspectives of ethics have (not) been adopted by philosophers of mathematics education research. The structure of this paper parallels these two questions: the first part considers the philosophy of mathematics education research and how researchers have defined ethics while the second part discusses additional philosophical approaches to ethics and puts those approaches into conversation with those identified in part one. I conclude by intertwining these two strands into my central thesis: ethics per se is construed too narrowly in the philosophy of mathematics education literature and considering additional ethical perspectives from philosophy can be generative of new ideas.     

Research in Special Needs Education: Objectivity or Ideology?

Social science, including research into special educational needs, purports to be objective, and much of special needs research falls into the empirical-analytic paradigm which regards human affairs as containing measurable, law-like qualities to be identified and manipulated. It is argued, however, that this may be a flawed assumption and that all researchers need to be aware of the potentially political nature of their position. The sources, for instance, of a physical disability need to be located, not in the physical problem per se , but within the way society seeks to deal with it. Although researchers may like to view themselves as impartial seekers of the truth, it is suggested that research techniques themselves emerge from a theoretical position which reflects their beliefs, values and dispositions towards the world. They also gain, directly or indirectly, from the research process in terms of kudos or academic recognition. A tentative alternative paradigm is presented which attempts to challenge the 'normalisation' approach to teaching those designated as having special needs.     

Inclusive Education? This Must Signify 'New Times' in Educational Research

This paper argues that much of the growing body of research (on special educational needs) that claims to address inclusion for disabled students is not new, but rather a re-articulation of old ideas which fail to do sufficient justice to the demands of the 'new times' The paper concludes with an outline of a research agenda that is more comprehensive in scope and more finely tuned into the politics of 'identity'     

What is ‘Agency’? Perspectives in Science Education Research

The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term ‘agency’ has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term ‘agency’ in science education research. This article attempts to structure the variety of definitions of ‘student agency’ in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.     

No Child Left Behind and the Federal Role in Education: Evolution or Revolution?

As the most significant revision of federal education policy in decades, No Child Left Behind Act (NCLB) raises the question of whether it represents a sharp departure from past policy or simply the next phase in the evolution of that policy. This article examines the implementation history of Title I of the Elementary and Secondary Education Act from the original legislation enacted in 1965 to the most recent embodiment in NCLB. It concludes that, although NCLB has expanded federal regulation, this newest version reflects an evolution of the federal role rather than a radical redefinition, with NCLB's design only possible because of profound changes in the state role over the past 20 years.     

A Cloistered Virtue? Pedagogical Research and Policy in UK Higher Education

Educational research is under challenge in the UK. Although the current focus of the challenge is school education, pedagogical research in higher education is not immune from collateral effects. This article examines the relevance of the 'educational research debate' to pedagogical research in UK higher education; outlines the conflicting pressures on pedagogical research; argues a case for an increase in the value placed on pedagogical research; and indicates some policy options through which the status of pedagogical research in higher education could be raised.     

征订启事 Higher Education Research in China(Vol.1)

由国内部分中青年学者共同编辑的《高等教育研究在中国》是一套反映中国高等教育研究学术信息的英文系列专辑。它集中反映了我国高等教育改革与发展最新动态和研究成果。该书由高教研究界专家学者撰写,主要分研究综述、学术论文、学者简介、中国学术机构简介、学术论文要目辑览等6个栏目。全书信息量大,复盖面广。本系列英文专辑暂定每年出一本,编委会设在华中理工大学《高等教育研究》编辑部。《高等教育研究在中国》(第1辑)主要内容有:高等教育研究在中国的发展轨迹(潘懋元)、中国高等教育体制改革的回顾(邓晓春)、研究大学教育思想的10年回顾(姚启和)、“211工程”建设:中国高等教育发展的战略决策(龚放)、世纪之交中国高等教育的发展及其中的二难选择(冒荣)、缴费上大学:一项意义深远的改革(赵中建)、中     

Research Literature Review on Social Work Education Instructional Methods: 1998–2008

This article presents a review of research studies examining instructional methods reported in the social work education literature published between 1998 and 2008. From a sample of 91 studies, 31 were identified as having used either a single group pre/post test design or a comparison of two or more groups and inclusion of a learning outcome measure. Most of the studies were deficient in either the employment of comparison groups, pre/post designs, utilization of multiple learning outcome measures, or a clear delineation of the connection between teaching methods and learning outcomes. Very few studies were based on previous work. A challenge is made to the field to conduct better designed studies and several suggestions for doing so are offered.     

In‐service Training in Special Education as Research and Innovation Work

The article reports on a research and innovation‐based approach to in‐service training for special education in Norway, with a particular focus on vocational education.

The present basis of policy for special education in Norway is stated, and the author goes on to examine the needs of in‐service training in this field. The role of the Norwegian College of Education for Teachers of Vocational Subjects (NCETVS) is described, and the author examines also the developmental project based on Moholt and Brundalen Schools.

Particular attention is given to the role of evaluation in this project.     

A Research on Learner Retention and Learning Support

Why do some of adult learners successfully accomplish their learning while the others drop out？ This has been an important question in the field of adult learning. For a long time researchers has been exploring this subject around learning barriers as well as motivations. Not until lately did some of adult and distance scholars start to pay attention to the question of why some of the adult students could successfully push through their learning process even if they are in a disadvantaged situation. Thus, Learner Retention has become one of the important themes to discuss in order to understand more about how to assist learners to persist through their learning. The main purpose of this paper is to explore how adult learners persist through their learning and factors that might have influences on them. Adult teachers and NOU students （including those who already graduated and those who dropped out） were interviewed and surveyed. Concluding from those data and content of interviews, this paper set a model that describes how adult learner retain through their learning process and some suggestions are made for better student learning support policies.     

The Internet as a Tool to Support Primary Education

The Internet is becoming increasingly widespread and changing the way that we are teaching and learning. The potential of the Internet enhance cognitive learning, develop problem-solving and higher-level thinking skills, and extend physical and mental ability. There are various functions of the Internet in the context of primary education for teachers’ professional use, enhancing and extending teaching and learning.     

Science Teacher Education in Brazil: 1950–2000

This paper analyzes the most significant events occurring in Brazil’s educational, social and political areas over the last half century, viewed against a background of relevant worldwide events. The hypothesis presented here is that the relations between the country’s educational policies, the demands of the various segments of academia, and the public school system have always been strained. This strain has contributed positively to the evolution of academic knowledge and production, to the design of more modern curricular projects by institutional authorities, and to the initial recognition of the specific construction of school knowledge by the school system itself. However, the interaction of these major institutions lacks a crucial element—one that would lead to an effective change in the education of science teachers and produce a positive impact on Brazil’s schools—namely, the wholehearted participation of science teachers themselves. With this analysis, we intend to contribute by offering some perspectives and proposals for science teacher education in Brazil.     

Islam in Egyptian Education: Grades K–12

Abstract

This article explores the important role that the religion of Islam plays in the education of Egyptian children. The scrutiny under which the Islamic world finds itself in the after-math of September 11, 2001 has resulted in calls for educational reform, not only from the outside world, but also from the Muslim world itself. The author has a personal interest in the educational reform debate in Egypt as she has two granddaughters who attend a private Christian school in Cairo. Research for the article is grounded in direct interviews of students, teachers, and parents during a 5-month stay as well as analysis of Arabic and social studies textbooks. This study reveals that while education of children in Egypt is essentially Islamic, the question is: What kind of Islam will prevail? Will it be the Islam of the moderate Islamists who see the purpose of education to be the advancement of the ideals of Islam above all other concerns? Or will it be the Islam of Egyptian President, Hosni Mubarak, and his government, which promotes national unity and non-sectarian ethics? In this article the author gives a brief review of early Arab education, surveys challenges in Egyptian education today, discusses ways in which the United States Agency for International Development (USAID) is attempting to help reform education in Egypt, and, finally, focuses on students and teachers at New Ramses College in Cairo and how they are handling some of the challenges.