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Hsu, Tse-chi – International Journal of Research & Method in Education, 2005
To assess the status and the trends of subject matters investigated and research methods/designs and data analysis procedures employed by educational researchers, this study surveyed articles published by the "American Educational Research Journal (AERJ)," "Journal of Experimental Education (JEE)" and "Journal of Educational Research (JER)" from…
Descriptors: Research Methodology, Data Analysis, Statistical Analysis, Educational Research
Cooper, Barry; Harries, Tony – International Journal of Research & Method in Education, 2005
Children of 10-11 years of age were interviewed while undertaking a range of mathematic problems, most of which embedded mathematical operations in textually represented realistic settings. One problem, concerning a lift moving people in the morning rush, comprised a division-with-remainder problem in which children are required, conventionally,…
Descriptors: Word Problems (Mathematics), Working Class, Interviews, Preadolescents
Suter, Larry E. – International Journal of Research & Method in Education, 2005
Projects on science and mathematics education research supported by the National Science Foundation (US government) rarely employ a single method of study. Studies of educational practices that use experimental design are very rare. The most common research method is the case study method and the second most common is some form of experimental…
Descriptors: Research Design, Researchers, Research Methodology, Educational Practices
Luttrell, Wendy – International Journal of Research & Method in Education, 2005
This paper is about teaching and learning across the so-called quantitative-qualitative divide in light of current debates in the US about the definition and quality of educational research. It draws on the author's research and teaching experiences, her role in the redesign of qualitative methods coursework and participation in a school-wide…
Descriptors: Qualitative Research, Educational Research, Statistical Analysis, Anxiety
Schwandt, Thomas A. – International Journal of Research & Method in Education, 2005
In the US debate over science-based educational research, experimentation is again coming to the fore as ideal for establishing an evidence base of what works in educational interventions thus contributing to the climate of accountability in educational research and practice. Mixed methods research is being positioned in this discussion as a…
Descriptors: Methods Research, Educational Research, Accountability, Scientific Research
Greene, Jennifer C. – International Journal of Research & Method in Education, 2005
A mixed method approach to educational and social inquiry is presented as an important counterpoint to the contemporary debate about what constitutes valid, rigorous, and "scientific" research. By welcoming all legitimate methodological traditions, mixed method inquiry meaningfully engages with difference and thus offers some generative potential…
Descriptors: Inquiry, Debate, Methods Research, Evaluation Research
Glover, Derek; Bush, Tony – International Journal of Research & Method in Education, 2005
E-technology as a basis of research is now being more widely considered as potential respondents can be drawn from an ever widening audience. Early work by others has shown that many respondents are keen to use the medium and that response rates are generally higher than by conventional approaches. This article summarizes the experience of…
Descriptors: Information Technology, Questionnaires, Response Rates (Questionnaires), Foreign Countries
Hammersley, Martyn – International Journal of Research and Method in Education, 2005
Several writers have appealed to the literature on communities of practice as a way of thinking about the nature of educational research. In this paper, I look at the benefits and dangers of doing this. There seem to be two main sorts of lesson that have been drawn from this literature, one about research as an activity in its own right, the other…
Descriptors: Educational Practices, Natural Sciences, Educational Research
Walford, Geoffrey – International Journal of Research and Method in Education, 2005
That researchers should give anonymity to research sites and to the individuals involved in research is usually taken as an ethical norm. Such a norm is embodied internationally in most of the ethical guidelines and codes of practice of the various educational, sociological and psychological research associations and societies. This paper…
Descriptors: Statistical Data, Guidelines, Psychological Studies, Ethics
Klein, Joseph – International Journal of Research and Method in Education, 2005
On the basis of reports of the limitations of staff meetings in various professions, the contribution of such gatherings to pedagogic activities and faculty cooperation was investigated. Organizational characteristics that differentiate between effective and ineffective conferences were also examined. Two hundred and ninety-four teachers from 64…
Descriptors: Principals, Staff Meetings
Tobin, Joseph – International Journal of Research and Method in Education, 2005
The metaphor of scaling up is the wrong one to use for describing and prescribing educational change. Many of the strategies being employed to achieve scaling up are counter-productive: they conceive of practitioners as delivery agents or consumers, rather than as co-constructors of change. An approach to educational innovation based on the…
Descriptors: Training, Scaling, Figurative Language, Educational Change
Sinkinson, Anne – International Journal of Research and Method in Education, 2005
Government inspection of initial teacher training (ITT) courses in England is frequent, relentless and high-stakes. How confident should providers be about the consistency of judgements made through inspection? This paper researches outcomes of the 1999?2002 round of inspections of secondary Postgraduate Certificate in Education (PGCE) courses. It…
Descriptors: Foreign Countries, Inspection, Humanities, Teacher Recruitment
Lunn, Paul; Bishop, Alison – International Journal of Research and Method in Education, 2005
This article arose from a series of workshops with practitioners in early years teaching. The workshops addressed how history could be taught to very young children, three- to five-years-old. The authors were aware that there was a widely held belief that history was inappropriate for the very young child. The authors felt that this was because of…
Descriptors: Workshops, Young Children, Foreign Countries, History Instruction
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