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ERIC Number: ED464923
Record Type: RIE
Publication Date: 2002-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Essential Features of Methodologically Inclusive Research Syntheses.
Suri, Harsh
Contemporary educational research is marked by diversity, complexity, and richness of purposes, methods, and perspectives. A framework, the Methodologically Inclusive Research Synthesis (MIRS), has been developed to offer a set of guidelines to facilitate informed choices at the critical decision points of any research synthesis process. The MIRS perspective has been developed on the premise/observation that methods of primary research and research synthesis hold a reflexive relationship. A dialectic tension exists between the methods of primary research and research synthesis where methodological developments at either level influence methodological developments at the other level. This tension is illustrated in the award-winning article "A Critical Analysis of the Research on Learning To Teach: Making the Case for an Ecological Perspective on Inquiry" (M. Wideen, J. Mayer-Smith, and B. Moon) which appeared in "Review of Educational Research" volume 68, number 2. This paper describes the essence of the MIRS framework by drawing illustrations from this article. (Contains 14 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).