Research Journey Introduction to Inquiry

ISBN-10: 1462505120

ISBN-13: 9781462505128

Edition: 2012

Authors: Sharon F. Rallis, Gretchen B. Rossman, Thomas A. Schwandt

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Book details

Copyright year: 2012
Publisher: Taylor & Francis Group
Publication date: 5/8/2012
Binding: Paperback
Pages: 190
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.748
Language: English

Jean McNiff is Professor of Educational Research at York St John University, UK. She is also a Visiting Professor at UiT the Arctic University of Norway, and at the Beijing Normal University and Ningxia Teachers' University, People's Republic of China.Jean took early retirement from her position as deputy head teacher of a large secondary school in Dorset, UK. She went into business for herself, and developed her writing. Her textbooks on action research and professional education are now used internationally on workplace-based professional education courses and on higher degree courses. Jean provides interdisciplinary consultancy work to institutions around the world where she gives lectures and conducts workshops on planning, doing and writing action research.Jean aims to contribute to personal and social betterment through educational research. She encourages everyone to make their stories public in the form of their personal and collaborative theories of practice; and she firmly believes that each individual is able to contribute to social and planetary wellbeing by explaining how they hold themselves accountable for what they do. In this way she links education with moral accountability. She tries to bring the university to everyday contexts, and everyday contexts into the university, for it is only by involving everyone, she feels, that the world will become a better place for us all.Visit Jean at , or contact her at jeanmcniff@mac.comSharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts at Amherst where she is also director of the Center for Education Policy. Previously, she was professor of education at the University of Connecticut; lecturer on education at Harvard; and associate professor of educational leadership at Peabody College, Vanderbilt University. Her doctorate is from the Harvard Graduate School of Education. She has co-authored ten books, including several on leadership: Principals of Dynamic Schools: Taking Charge of Change (with Ellen Goldring); Dynamic Teachers: Leaders of Change (with Gretchen Rossman); Leading Dynamic Schools: How to create and Implement Ethical Policies (with Gretchen Rossman and others); and Leading with Inquiry and Action: How Principals Improve Teaching and Learning (with Matthew Militello and Ellen Goldring). Her numerous articles, book chapters, edited volumes, and technical reports address issues of research and evaluation methodology, ethical practice in research and evaluation, education policy and leadership, and school reform. A past-president of the American Evaluation Association (2005), Rallis has been involved with education and evaluation for over three decades. She has been a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Currently, her teaching includes courses on inquiry, program evaluation, qualitative methodology, and organizational theory. Her research has focused on the local implementation of programs driven by federal, state, or district policies. As external evaluator or principal investigator (PI), she has studied a variety of domestic and international policy and reform efforts, such as: alternative professional development for leaders; collaborations between agencies responsible for educating incarcerated or institutionalized youth; initiatives supporting inclusive education for children and youth with disabilities; local school governance and leadership; labor-management relations in school districts. Rallis' work with students on evaluation and qualitative methodology has taken her as far as Afghanistan and Palestine.

Gretchen B. Rossman is Professor of International Education at the Center for International Education at the University of Massachusetts Amherst. She received her PhD in education from the University of Pennsylvania with a specialization in higher education administration. She has served as a visiting professor at Harvard University's Graduate School of Education. Prior to coming to the University of Massachusetts, she was Senior Research Associate at Research for Better Schools in Philadelphia. With an international reputation as a qualitative methodologist, she has expertise in qualitative research design and methods, mixed-methods monitoring and evaluation, and inquiry in education. Over the past 25 years, she has coauthored nine books, authored or coauthored more than 40 articles, book chapters, and technical reports focused on methodological issues in qualitative research syntheses, validity in qualitative research, mixed-methods evaluation practice, and ethical research practice, as well as the analysis and evaluation of educational reform initiatives both in the United States and internationally.Professor Rossman has served as principal investigator (PI) or co-PI on several international projects in countries such as Azerbaijan, India, Malawi, and more, as well as external evaluator on several domestic projects, including a Department of Education-funded reform initiative, a National Science Foundation-funded middle-grades science initiative, and a number of projects implementing more inclusive practices for students with disabilities.She regularly presents papers at the annual meetings of the American Evaluation Association, the American Educational Research Association (AERA), and the Comparative and International Education Society. She recently completed a two-year term serving as program cochair (with Sharon Rallis) for the qualitative research section of AERA's Division on Research Methodology.

Thomas A. Schwandt is Professor of Education in the Department of Educational Psychology in the College of Education at the University of Illinois Urbana-Champaign. He also holds appointments in the Unit for Criticism and Interpretive Theory and the Department of Education Policy, Organization, and Leadership. He has been a faculty member and a Fellow of the Poynter Center for Ethics and American Institutions at Indiana University, Bloomington and member of the faculty in medical education at the University of Illinois at Chicago. His papers on qualitative methodology, issues in the philosophy of interpretive social science, and evaluation theory have appeared in a variety journals and edited books. He is the author of Program Evaluation:nbsp; The Productive Mindset (Stanford University Press, 2013), Evaluation Practice Reconsidered (Peter Lang, 2002), and Evaluating Holistic Rehabilitation Praxis (Kommuneforlaget, Oslo, 2004); and co-author (with Kenneth Prewitt and Miron Straf) of Using Science as Evidence in Public Policy (National Academies Press, 2012) and (with Edward Halpern) of Linking Auditing and Meta-evaluation (Sage, 1988); co-editor (with Katherine Ryan) of Exploring Evaluator Role and Identity (Information Age Press, 2002), (with Peder Haug) of Evaluating Educational Reforms:nbsp; Scandinavian Perspectives (Information Age Press, 2003), and (with Bridget Somekh) Knowledge Production: The Work of Educational Research in Interesting Times (Routldege, 2007). He was the editor of the American Journal of Evaluation from 2010-2014. In 2002, he received the Paul F. Lazarsfeld Award from the American Evaluation Association for his contributions to evaluation theory.nbsp;

Greetings to Beginning Inquirers
Inquiry as Learning: Beginning the Journey
Critical Questions to Guide Your Reading
Dialogue 1. What Is Inquiry?
What Is Inquiry?
The Learner as Knowledge Generator
Drawing on Values and Passion
Your Journey into Systematic Inquiry
Learning Activity 1.1. "Nanook of the North"
Learning Activity 1.2. Problematizing "Truth"
For Further Reading
Ways of Knowing: Finding a Compass
Critical Questions to Guide Your Reading
Dialogue 2. What Do We Know? How Do We Know It?
Ways of Knowing
Fundamental Assumptions
Ontological Assumptions
Epistemological Assumptions
Methodological Assumptions
Assumptions about the Social World
Mapping Perspectives
The Objectivist-lnterpretivist Continuum
The Sociology of Regulation-Sociology of Radical Change Continuum
Back to Ontology and Epistemology
Learning Activity 2.1. The Magic Eye�
Learning Activity 2.2. Alternative Maps
Learning Activity 2.3. Strings
For Further Reading
The Cycle of Inquiry: More Than One Way to Get There
Critical Questions to Guide Your Reading
Dialogue 3. Conducting Inquiry: How Do I Do It?
Inquiry in Action/Inquiry as Practice
The Systematic Inquiry Cycle
Validity, Credibility, and Trustworthiness
Learning Activity 3.1. Critical Inquiry Triads
Learning Activity 3.2. "Waik-Throughs" to Find a Problem, Question, or Surprise
For Further Reading
Being an Ethical Inquirer: Staying Alert on the Road
Critical Questions to Guide Your Reading
Dialogue 4. What Ethical Considerations Might Affect My Project?
Ethics in Inquiry
The Inquirer as a Moral Practitioner
Standards for Practice and Procedural Matters
Ethics, Trustworthiness, and Rigor
Ethical Theories
Ethics and Reflexivity
Learning Activity 4.1. "The Moral Fix": A Debate
Learning Activity 4.2. What Would You Do?
For Further Reading
Constructing Conceptual Frameworks: Building the Route
Critical Questions to Guide Your Reading
Dialogue 5. Grappling with a Conceptual Framework
What Is a Conceptual Framework?
Aysen's Conceptualizing Process
Building an Argument
Entering the Conversation: Your Community of Practice
Entering the Conversation: Your Engagement
Entering the Conversation: The Communities of Discourse
Ways of Organizing
Learning Activity 5.1. One Study, Four Representations
Learning Activity 5.2. Developing a Position
Learning Activity 5.3. Complicating Your Position
Learning Activity 5.4. Concept Mapping
For Further Reading
Designing the Inquiry Project: Finding "True North"
Critical Questions to Guide Your Reading
Dialogue 6. Considering Design Options
Moving from the Conceptual Framework into Design
Determining Purpose
Stipulating Research Questions
Considering Various Designs
Observation Designs
In-Depth Interview Designs
Document Analysis Designs
Case Study Designs
Survey Designs
Correlation Designs
Comparative Designs
Action Research Designs
A Note on Randomization
Quasi-Experimental Designs
Randomized Controlled Trials
Samira's Research Questions and Possible Designs
A Short Course on Research Methods
Attitudinal/Behavioral Measures
Achievement/Performance Measures
Document and Artifact Analyses
Photos and Videos
Planning for Analysis and Interpretation
The Research Proposal: Bringing It All Together
An Example of Connecting the What and the How
Learning Activity 6.1. What's the Purpose Here?
Learning Activity 6.2. Scripting My Study
Learning Activity 6.3. Will My Study Be Do-able?
For Further Reading
Things to Consider in Writing: Staying in the Right Lane
Critical Questions to Guide Your Reading
Dialogue 7. Being Clear to Others
Writing Introductions
Questions to Address
Common Elements
How Not to Start
Good Ways to Start
More Tips and Considerations
The Nasty Problem of Plagiarism
A Cultural Critique
Using the Work of Other Authors
Using Proper Citation Format
Learning Activities 7.1. Freeing Up Your Writing
Learning Activity 7.2. Analyzing Writing
For Further Reading
Knowledge Use: Arriving at Your Destination
Critical Questions to Guide Your Reading
Dialogue 8. How Can the Results of Our Inquiry Be Used for Improvement?
Using What You Have Learned
Instrumental Use
Enlightenment Use
Symbolic and Political Use
Emancipatory Use
Who Cares?: Potential Audiences
Academia and Scholars
Communicating for Use
Textual-Narrative Representations
Visual-Expressive Representations
Dialogical Representations
Passions and Closing the Loop
Learning Activity 8.1. Connecting with Other Audiences
For Further Reading
Author Index
Subject Index
About the Authors
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