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Curry, Marnie W. – Theory Into Practice, 2012
In the ideal, reciprocity in qualitative inquiry occurs when there is give-and-take between researchers and the researched; however, the demands of the academy and resource constraints often make the pursuit of reciprocity difficult. Drawing on two video-based, qualitative studies in which researchers utilized video records as resources to enhance…
Descriptors: Video Technology, Qualitative Research, Educational Research, Educational Change
Klehr, Mary – Theory Into Practice, 2012
This article discusses how the underlying assumptions and practices of teacher research position it as a distinct form of educational inquiry, and identifies qualitative methodology as a central influence on the work. A discussion of some of the common conceptualizations and processes of PK-12 teacher research, the complex yet continually changing…
Descriptors: Educational Research, Teacher Researchers, Ethics, Classroom Environment
Cox, Rebecca D. – Theory Into Practice, 2012
Practitioner-researchers are well-positioned to apply qualitative methods to the study of significant problems of educational practice. However, while learning the skills of qualitative inquiry, practitioners may be compelled by forces outside of qualitative research classrooms to think quantitatively. In this article, the author considers two…
Descriptors: Qualitative Research, Educational Practices, Teaching Methods, Novices
Hayn, Judith A.; Kaplan, Jeffrey S.; Nolen, Amanda – Theory Into Practice, 2011
The study of young adult literature (YAL) as both an art form and teaching tool is in its infancy. Barely 50 years old, this emerging genre began to establish a presence in the canon of both classical and popular literature. As a developing field of inquiry, however, YAL struggles for legitimacy and prestige. The purpose of this article is to…
Descriptors: Adolescent Literature, Educational Research, Young Adults, Educational Researchers
McNeil, Nicole M.; Jarvin, Linda – Theory Into Practice, 2007
The use of manipulatives in the classroom has been advocated for decades. However, the theoretical and empirical support for this practice is mixed. Some researchers suggest that manipulatives facilitate learning by (a) providing an additional channel for conveying information, (b) activating real-world knowledge, and/or (c) improving memory…
Descriptors: Educational Research, Educational Researchers, Manipulative Materials, Class Activities