MOFET ITEC - Search Results

ITEC Home The MOFET Institute Home Page Home Page
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Search Results for 'Methodology' (Keyword)
11 items found 1 / 2
1 2
1   |   From section Instruction in Teacher Training
Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data
In this article, the authors outline the application of latent class analysis (LCA) to classroom observational instruments. This analysis offers diagnostic information about teachers’ instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret.
Publication Year: 2015    |    Updated in ITEC: April 30, 2017
2   |   From section Research Methods
Polyptych Construction as Historical Methodology: An Intertextual Approach to the Stories of Central Technical School’s Past
Adopting the lens of “new histories” as the basis for the author's inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), the author created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. This article describes how the author came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how his identity as an artist, teacher, and researcher influences the way he organizes stories within this framework.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
3   |   From section Research Methods
Critical Narrative Analysis: The Interplay of Critical Discourse and Narrative Analyses
In this article, the author questions the micro–macro separation in discourse analysis, the separation of personal and institutional discourses. The author explores the connections between macro-level power inequities and micro-level interactional positionings, thereby establishing critical narrative analysis (CNA). She examines the focus of critical discourse analysis (CDA) on institutional discourses and problematize the definition of power discourses by looking closely at the intertextual recycling of institutional discourses in everyday narratives and at the adoption of everyday narratives in institutional discourses. Ultimately, the article proposes that CNA unites CDA and narrative analysis in a mutually beneficial partnership that addresses both theoretical and methodological dilemmas in discourse analysis.
Publication Year: 2014    |    Updated in ITEC: February 18, 2014
4   |   From section Research Methods
(E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects
This article examines epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. Through an analysis of researchers' decision junctures drawn from studies published in high-impact education journals in 2006, the authors illustrate current methodological awareness and instantiation of methods in the field of education research.
Publication Year: 2009    |    Updated in ITEC: May 4, 2014
5   |   From section Professional Development
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
The author suggests to apply recent research knowledge to improve the conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies.
Publication Year: 2009    |    Updated in ITEC: June 2, 2009
6   |   From section Research Methods
Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective
The paper highlights methodologically inclusive advancements in research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. Rather than prescribe how a research synthesis should be conducted or evaluated, this paper attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
Publication Year: 2009    |    Updated in ITEC: May 4, 2014
7   |   From section Research Methods
Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
The authors examine how a mixed-methods research team designed and conducted a 4-year study that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge. They consider the advantage of synergistic approaches and combination of a greater range of data.
Publication Year: 2008    |    Updated in ITEC: December 15, 2010
8   |   From section Research Methods
Storytelling as research praxis, and conversations that enabled it to emerge
The paper rechoreographs the process that enabled storytelling to emerge as a method of inquiry and a mode of representing the research. Crucial to the process was the supervisory relationship wherein my supervisor modeled a decolonizing pedagogical practice that held uncertainty in chrysalis while the methodology emerged.
Publication Year: 2008    |    Updated in ITEC: July 6, 2009
9   |   From section Research Methods
Fitting the Methodology with the Research: An exploration of narrative, self-study and auto-ethnography
Sharpening our approaches to methodology in self-study research can strengthen our work and clarify questions that arise for readers unfamiliar with this research genre. Our article considers three methodologies - narrative, auto-ethnography and self-study - that privilege self in the research design, believing that addressing self can contribute to our understandings about teaching and teacher education.
Publication Year: 2008    |    Updated in ITEC: July 6, 2009
10   |   From section Theories & Approaches
Mapping Literacy Practices: Theory, Methodology, Methods
The Literacies for Learning in Further Education (LfLFE) research project has been funded for three years from January 2004 as part of Phase 3 of the Teaching and Learning Research Programme in the UK. The project involves collaboration between two universities and four further education (FE) colleges. The intention is to investigate students' everyday literacy practices and explore ways of mobilizing these to enhance their learning on college courses.
Publication Year: 2007    |    Updated in ITEC: December 6, 2010
1 2



Show