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Last update in this section: July 9, 2017
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Research Methods
A Methodological Framework for Studying Policy-Oriented Teacher Inquiry in Qualitative Research Contexts
The purpose of this paper is to highlight the importance of policy-oriented teacher inquiry that is collaborative, theoretically driven, and methodologically well-grounded. The author proposes a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. She situates her arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method. The author introduces four study phases that can enable deeper and more detailed understandings of relations between individual experiences, political structures, and material environments.
Publication Year: 2014    |    Updated in ITEC: July 9, 2017
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
Navigating the Complexity of Qualitative Research in Postmodern Contexts: Assemblage, Critical Reflexivity, and Communion as Guides
Through examining related literature and incorporating the author's own experiences, she explores ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers. Such dilemmas include incongruent interpretations between participants and researchers, and participants’ and researchers’ conflicting desires about what should be shared, intercultural (mis)interpretations, rapport issues, and conflicts between research life and home life.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
A Transformational Journey: Exploring Our Multicultural Identities through Self-study
The current paper reports a self-study of multicultural identities in a public high school ethnic studies class and a university multicultural education course in Hawai‘i, a unique multicultural setting in which no ethnic group is in the majority. Three important findings emerged. First, a personal-constructivist-collaborative approach to self-study in an intellectually safe classroom environment provides both students and teachers with a context for challenging their socially constructed assumptions about race, culture, and ethnicity. The second major theme to come out of the data analysis describes how the students’ stories became transformational teaching texts. Third, self-study is a multicultural pedagogy that promotes social perspective taking, tolerance, and understanding of diversity through personal transformation.
Publication Year: 2013    |    Updated in ITEC: February 27, 2017
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