Book Reviews

We present here a reflexive and critical commentary and exemplification of the teaching and learning of research methodology. The paper focuses on the teaching/learning of qualitative data analysis. It is our belief that it is essential to do data analysis when learning about the process and that there are serious limitations to methodological ‘manuals’ which set out to model the process. In doctoral workshops, Frankham and Stronach have used a passage by Jules Henry to provoke students into generating data which is then analysed as a group. This paper, written with a group of doctoral students, describes the reflexive and iterative processes of data analysis which took place in one such group. We hope that describing our discussions will be of practical use to others in our attempt to iterate a process. Our other purposes include a desire to underline the inappropriacy of the notion of ‘skills’ in the context of research ‘training’ or of following formulaic procedures in interpretive inquiry. Instead the process we set out to illustrate here is embodied and serendipitous and centres on individuals' capacity to think.     

Making Workplace Learning Explicit: an epistemology of practice for the whole person

Competency in the new literacies of the Internet is essential for participating in contemporary society. Researchers studying these new literacies are recognizing the limitations of traditional methodological tools and adapting new technologies and new media for use in research. This paper reports our exploration of usability testing software to observe the Internet literacy practices of adolescents during homework tasks. Data consisted of visual screens capturing all activity, including students’ faces, and oral think‐alouds carried out as students did their homework. Using this software for data collection resulted in a more in‐depth view of Internet literacy practices than what could be obtained by traditional methods. Students could work in their own homes and control recordings. Built‐in data analyses and presentation components were also beneficial. However, time and cost considerations for the researcher became apparent. Most importantly, new ethical issues arise with the use of new research tools such as privacy and ‘incidental data’.     

Narrative analysis: exploring experiences of observational drawing and dyspraxia

Narrative analysis offers a powerful and accessible means of understanding the ways in which individuals experience learning across a range of educational sites. Drawing on a recent study that explored ‘dyspraxic’ pupils' experiences of drawing from observation, this paper offers an insight into the potential that narrative analysis has for enhancing our understanding of the ways in which individuals experience complex contexts for learning, where the fields of art education, ‘special’ education and inclusion intersect. I argue here that a narrative approach can enhance our understanding of pupils' experiences of learning by a capacity to resist the compartmentalization of experience. The ‘natural’ drive to use narrative as an interpretive procedure for explaining departures from the ‘norm’ is also discussed, with the concepts of ‘breach and exception’ offering a useful frame for exploring the spaces between centres of practice in art education and the potentially ‘de-centred’ ‘dyspraxic’ learner.     

Understanding Learning for Teaching

Educational researchers are concerned about the ways in which researcher identity can influence practice and findings for better or worse effect. However, writings which offer narratives, intended to instruct others in the ways in which the positioning and reflexivity of the researcher operates for better or worse, often present a view of identity as singular, fixed and stable. In this paper we trouble this view of identity as represented in the notion of inside/outside researchers. We reconsider a project in which we worked with a group of pupil researchers to investigate bullying in their school. We show how our identities multiplied and shifted throughout the project in ways that we can see more clearly in hindsight. We mobilize Zygmunt Bauman’s notion of ‘fluid identities’ and argue that the inside/outside binary may be politically helpful but also limiting of understandings of the real politic and experience of messy research practice in and with schools.     

A Structural Analysis of the Language of School‐age Children

Westminster College is currently undertaking a research project into the language development of children of school age in conjunction with the Department of Linguistic Science, University of Reading. The collaboration represents an attempt to apply Linguistic Science to the work of classroom teachers within the mother‐tongue. The following papers indicate the nature of the project and its possible uses to the teaching profession and students of language acquisition.     

Becoming researchers: doctoral students' developmental processes

A key step in the development of skills to conduct independent research is the ability to develop topics of interest into research studies that examine problems of significance in a field of study. This qualitative interview study conducted in the USA examined how seven novice qualitative researchers who had taken course work in qualitative research methods selected topics for research and developed these into studies for dissertation research. Findings identify processes contributing to novice researchers' abilities to conceptualize their topics as significant. These processes include recognizing the need to integrate their interests in existing disciplinary fields, learning that occurred through the practice of fieldwork, applying guidance from advisors and committee members, and developing a deeper understanding of the relationship of their studies to existing research. The paper suggests points of tension for new scholars in the development of research topics, exploring how doctoral supervisors and instructors might assist students in learning how to design and conduct qualitative studies for doctoral research.     

Book Reviews

Books reviewed:
Michael F. D. Young, The Curriculum of the Future: From the 'New Sociology of Education' to a Critical Theory of Learning
Harry Torrance and John Pryor, Investigating Formative Assessment: Teaching, Learning and Assessment in the Classroom
Dorothy Faulkner, Karen Littlejohn and Martin Woodhead (eds), Learning Relationships in the Classroom
Cathie Holden and Nick Clough (eds), Children as Citizens: Education for Participation
Jo Boaler, Experiencing School Mathematics: Teaching Style, Sex and Setting
Marie Larochelle, Nadine Bednarz and Jim Garrison (eds), Constructivism and Education
Chris Gaine and Ros George, Gender, 'Race' and Class in Schooling: a New Introduction
M.K Flude and S. Siemenski (eds), Education Training and the Future of Work II
Tony Townsend (ed), The Primary School in Changing Times: the Australian Experience
Kathleen Weiler and Sue Middleton (eds), Telling Women's Lives: Narrative Inquiries in the History of Women's Education
Diane Reay, Class Work: Mothers' Involvement in Their Children's Primary Schooling
Ronald S. Laura and Matthew C. Cotton, (ed), Empathetic Education. An Ecological Perspective on School Knowledge
Robert A. Roth (ed), The Role of the University in the Preparation of Teachers
Frances Christie and Ray Mission (eds), Literacy and Schooling
M. Woodhead, D. Faulkner and K. Littlejohn, Cultural Worlds of Early Childhood
Richard Edwards, Roger Harrison and Alan Tait (eds), Telling Tales. Perspectives on Guidance and Counselling in Learning,     

Comparison of Quantitative and Qualitative Research Traditions: epistemological,theoretical, and methodological differences

There has been much discussion about quantitative and qualitative approaches to research in different disciplines. In the behavioural and social sciences, these two paradigms are compared to reveal their relative strengths and weaknesses. But the debate about both traditions has commonly taken place in academic books. It is hard to find an article that deals with the generic issues related to the quantitative and qualitative divide by drawing on distinguished research literature. Interested in addressing this need, this article aims to explain the essential characteristics of quantitative and qualitative research approaches with an emphasis on their underlying epistemological, theoretical, and methodological differences. It elucidates the research design issues and concepts in relation to both research paradigms, from planning research to collecting and analyzing data, and reporting findings. The criteria that are used to evaluate research strategies and findings are also discussed.     

Book Reviews

Geoff Lindsay and David Thompson (eds), Values into Practice in Special Education
Luanna H. Meyer, Hyun-Sook Park, Marquita Grenor-Sheyer, Ilene S. Schwartz and Beth Harry (eds), Making Friends, the Influences of Culture and Development
Robert Phillips, History Teaching, Nationhood and the State: a Study in Educational Politics
Ian Stronach and Maggie MacLure, Educational Research Undone: the Postmodern Embrace
Jane Kenway and Sue Willis with Jill Blackmore and Leonie Rennie, Answering Back: Girls, Boys and Feminism in Schools
William A. Corsaro, The Sociology of Childhood
Graham Haydon, Teaching about Values: a New Approach
Sally Tomlinson (ed), Education 14–19: Critical Perspectives
Andy Hargreaves and Roy Evans (eds), Beyond Educational Reform: Bringing Teachers Back In
Joe Kincheloe and Shirley Steinberg, Changing Multiculturalism
Cedric Cullingford (ed), The Politics of Primary Education
K. Kennedy (ed), Citizenship Education and the Modern State
Bill Atweh, Stephen Kemmis and Patricia Weeks, Action Research in Practice: Partnerships for Social Justice in Education
David Galloway, Colin Rogers, Derrick Armstrong and Elizabeth Leo, Motivating the Difficult to Teach
Richard Smith and Paul Standish (eds), Teaching Right and Wrong: Moral Education in the Balance
Brian Sutton-Smith, The Ambiguity of Play     

Q‐methodology in communication science: An introduction

Q‐methodology, traditionally a tool for phenomenological analysis, single‐subject or small sample research, and typological analysis, has potential for research in human communication. Unfortunately, q‐techniques have often been neglected or misunderstood by main‐stream social scientists. This article presents basic information regarding the construction of q‐sorts, discusses methods for analyzing q‐sort data in a variety of research contexts, and identifies resources which may be consulted by those wishing to learn more about the method.     

Book Reviews

Books reviewed:
Michael G. Wyness, Contesting Childhood
Alex Kozulin, Psychological Tools: a Socio-Cultural Approach to Education
Jeni Riley and Roy Prentice (eds), The Curriculum for 7-11 Year Olds
John Loughran, Researching Teaching: Methodologies and Practices for Understanding Pedagogy
T.G.K. Bryce and W.M. Humes (eds), Scottish Education
Maureen O'Connor, Elizabeth Hales, Jeffrey Davies and Sally Tomlinson, Hackney Downs: The School That Dared to Fight
Peter Raggatt and Steve Williams (eds), Government Markets and Vocational Qualifications
John Beck, Morality and Citizenship in Education
G. Andrews, H. Kean and J. Thompson (eds.), Ruskin College:Contesting Knowledge, Dissenting Politics
Jon Prosser (ed), School Culture
H. Tomlinson, H. Gunter and P. Smith (ed), Living Headship: Voices, Values and Vision
A. Smithers and P. Robinson (ed), Further Education Re-formed
T.S. Popkewitz and L. Fendler, Critical Theories in Education: Changing Terrains of Knowledge and Poltiics
Peter Gordon and Denis Lawton, Royal Education: Past, Present and Future
D. Hill, P. McLaren, P. Cole and G. Rikowski (ed), Postmodernism in Educational Theory: Education and the Politics of Human Resistance
Pia Christenson and Allison James (ed), Research with Children: Perspectives and Practices     

心理学研究方法中的定量研究与定性研究

心理学研究所采用的主要的两种方法是定量研究与定性研究。根据定量研究与定性研究的定义、特点、操作技术与方法,这两种研究方法具有良好的发展前景,必然会结合在一起。     

质的研究范式与特殊教育研究:基于方法论的反思与倡议

社会科学研究正经历着从实证主义向建构主义的范式变迁.特殊教育研究长期以来较好地坚持了科学实证主义的传统,但新的范式的接受和应用较慢.本文从方法论的角度探讨了质的研究范式与特殊教育研究之间的关系,从价值追求、实践和理论发展三个方面提出当今特殊教育的发展需要质的研究方法;认为特殊教育的研究应该走向多元的研究范式,即在坚守实证科学精神的同时,纳入建构与人文主义的情怀,在进一步规范逻辑验证性质的量的研究的过程中,加强对归纳探索性质的质的研究范式的探索与运用.文章最后倡议:特殊教育研究者积极转变研究范式,加强行动研究、叙事研究和个案研究等质的方法的运用,藉此丰富特殊教育的实践,探索丰富多彩的、具有本土化特征的特殊教育理论与模式.     

Editorial

The philosophical issues underpinning the quantitative–qualitative divide in educational research are examined. Three types of argument which support a resolution are considered: pragmatism, false duality and warranty through triangulation. In addition a number of proposed strategies—alignment, sequencing, translation and triangulation—are critically assessed. The article concludes by suggesting that many of these ways of reconciling quantitative and qualitative methods and approaches are still deficient in relation to the development of an overarching and correct view of ontological and epistemological matters, and that critical realism offers a more coherent solution, where the reconciliation occurs at the ontological level.     

教育研究中量化与质性方法之争的当下语境分析

20世纪80年代以来,西方教育研究领域中颇为激烈的量化与质性研究范式之争,其表是方法论之争,其里却有着浓厚的政治立场与意识形态冲突色彩。正是因为这种激进立场的介入,人们过于夸大了两者间的范式差异,而漠视了其中存在的相容性。教育与其他社会科学研究所面对的社会现实是主观建构与客观型构的统一,量化与质性方法并不存在必然对立,而是具有相容性和相互补充解释的作用。     

The question of quality and qualifications: Writing inferior poems as qualitative research

The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated. Good research questions do not necessarily produce good research, but poorly conceived or constructed questions will likely create problems that affect all subsequent stages of a study. In qualitative studies, the ongoing process of questioning is an integral part of understanding the unfolding lives and perspectives of others. This article addresses both the development of initial research questions and how the processes of generating and refining questions are critical to the shaping of a qualitative study.     

A methodological framework for studying policy-oriented teacher inquiry in qualitative research contexts

System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method.     

《质的研究及其设计》:院校研究应读的一本好书

《质的研究及其设计》是质的研究中十分重要的一本著作,从研究方法的角度看,对院校研究的开展亦很有助益。院校研究中,定量研究是长期、普遍甚或主要的方法,质的研究则可以其独特的优势弥补定量研究的局限,成为院校研究的重要方法。质的研究在文献综述、问题陈述、材料收集等方面为院校研究提供了诸多启示,其五种研究传统皆可成为院校研究的具体方法。运用质的研究方法,将为院校研究开辟一个新的天地。     

元民族志研究方法及其对教育研究的价值

元民族志方法起源于20世纪80年代国外对教育问题的民族志研究。元民族志方法能够基于特定的原则和策略,在批判性解释的基础上,利用多种视角对同类主题的现有质性研究成果加以再统整、再解释、再探究,最终产生新知识、新理解和新发现,从而把握现象的本质。近年来,国外学者越来越重视对元民族志研究方法的采纳。元民族志研究主要包括交互翻译分析、论据线综合分析和互斥观点的综合分析三种研究策略,以及确定研究主题、甄别相关研究、阅读相关研究、建立关联假设、概念"翻译"、综合"翻译"、分享成果七个步骤。作为一种相对新颖的研究方法,元民族志研究能够用于综合教育领域的质性研究发现,对于理解、升华教育领域内的质性研究具有一定价值:一是有利于提升教育研究的统整性解释力;二是具有增强教育研究参与者的权力的作用;三是可以通过理论建构、理论解释和理论发展,提升教育研究的理论创新水平。