| 1. |
- Alerby, Eva, et al.
(författare)
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'Dammed taxi cab' : how silent communication in questionnaires can be understood and used to give voice to children's experiences
- 2011
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Ingår i: International Journal of Research and Method in Education. - 1743-727X .- 1743-7288. ; 34:2, s. 117-130
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Tidskriftsartikel (refereegranskat)abstract
- 'Dammed taxi cab' - a 12-year-old boy wrote these words in the margins of a questionnaire, and within this paper they will serve as a point of departure for the discussion of the use of questionnaires as a way to voice children's experiences. The overall aim of this paper is to enable understanding of and discuss the use of questionnaires as a way to voice children's experiences. An analysis in accordance with a life-world approach has provided the lens through which to explore messages that can occur in questionnaires. The key research questions that will be explored in an attempt to answer the overall aim are: (i) how can unanswered questions and notes in the margins of a questionnaire be understood? and (ii) why is a questionnaire not always completed, according to the intention of its creators? To develop an understanding of this we analysed a number of questionnaires with unanswered questions and notes in the margins using a life-world approach. During the analysis two themes emerged: silent messages and messages being silenced. Finally, we discuss the legitimacy of questionnaires in childhood research and possible implications for practice when using this method to give voice to children's experiences.
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| 2. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Expanding the notion of 'ownership' in participatory research involving teachers and researchers
- 2021
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288. ; 44:5, s. 463-473
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a conceptual discussion of 'ownership' in various forms of participatory research. The discussion is grounded in our experiences from three research projects in science education. We seek to understand how and why ownership may be distributed between teachers and researchers at different stages in the research process. Looking at our projects in retrospect, we see that ownership was differently distributed at the initial stages. Then ownership distribution followed a similar pathway, as teachers gained ownership of implementation, whereas researchers reclaimed ownership of analyzing and disseminating the work. Our discussion departs from the idea that ownership relates to both 'risks' and 'benefits' as well as to both 'rights' and 'obligations'. Thereby, we can make visible some of the circumstances that steer ownership towards the teachers or researchers. For example, we highlight that ownership distribution may be influenced by guidelines for research ethics and inequalities in terms of administrative support structures available to researchers and teachers. Based on our discussion, we suggest a number of questions to initiate and support a continuous dialogue between teachers and researchers who plan to engage in participatory research.
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| 3. |
- Aspelin, Jonas
(författare)
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Microscopic relational analysis : a method for researching the teacher-student relationship
- 2022
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Ingår i: International Journal of Research and Method in Education. - : Taylor and Francis Ltd.. - 1743-727X .- 1743-7288. ; , s. 14
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Tidskriftsartikel (refereegranskat)abstract
- During the last decades, a large body of research has contributed to knowledge on the teacher-student relationship (TSR). However, more research is needed regarding TSR as constructed in interaction and on developing methods for investigating such processes. This paper outlines a method for detailed, close interpretation and analysis of TSR, tentatively labelled ‘Microscopic Relational Analysis’ (MRA). It discusses MRA’s relevance to studying TSR and how MRA can be conducted. The following five themes and principles are discussed and illustrated through previous and ongoing studies: (1) MRA focuses on TSR as a dynamic phenomenon, a social bond that continuously changes in interaction; (2) MRA explores connections between TSR and the microworld of the classroom, i.e. social processes beneath the surface of interaction; (3) MRA implies oscillation between smaller parts and greater wholes; it includes meticulous transcriptions of interaction, and interpretations about qualities of TSR; (4) MRA acknowledges teachers’ and students’ subjective experiences in TSR, i.e. their thoughts, feelings, and intentions; (5) MRA primarily uses video recordings; such material enables detailed descriptions, analyses, and interpretations of TSR as built sequence by sequence in interaction. Implications for researchers, teacher educators, and in-service teachers are provided.
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| 4. |
- Bruun, Jesper, et al.
(författare)
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Network analysis and qualitative discourse analysis of a classroom group discussion
- 2019
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Ingår i: International Journal of Research and Method in Education. - Abingdon-on-Thames : Routledge. - 1743-727X .- 1743-7288. ; 42:3, s. 317-339
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Tidskriftsartikel (refereegranskat)abstract
- A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.
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| 5. |
- Fox, A, et al.
(författare)
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Doing reflexivity : Moments of unbecoming and becoming
- 2013
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288. ; 37:1
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Tidskriftsartikel (refereegranskat)abstract
- This paper offers an account of a reflexive ‘trip’ undertaken by a professional doctoral student and her supervisor. It presents a series of vignettes which offer an account of unbecomings and becomings encountered by the student. Making use of a dialogic approach in which the supervisor responds to the student, we suggest this method of data collection might offer an innovative approach which goes beyond simple recollection to enable a deeper level of reflexive action. In so doing, we have identified three lines along which reflexivity appears to have been practised: conceptual, ethical and performative. These expose reflexivity as partial, fragmented and dynamic.
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| 6. |
- Hallesson, Yvonne, et al.
(författare)
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Intertextual content analysis : An approach for analysing text-related discussions with regard to movability in reading and how text content is handled
- 2018
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Ingår i: International Journal of Research & Method in Education. - : Taylor & Francis. - 1743-727X .- 1743-7288. ; 41:2, s. 142-155
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Tidskriftsartikel (refereegranskat)abstract
- Reading and discussing texts as a means for learning subject content are regular features within educational contexts. This paper presents an approach for intertextual content analysis (ICA) of such text-related discussions revealing what the participants make of the text. Thus, in contrast to many other approaches for analysing conversation that focus essentially on the interaction per se, ICA takes the text as its starting point. Drawing on the concept of text movability and systemic-functional cohesion analyses, the approach combines a reader’s perspective and a text perspective to show the participants’ reception of the text, and also what and how text content is brought into the conversation and how it is handled. In the paper, ICA is described with regard to its theoretical underpinnings, usage and utility. It is suggested that the approach provides educational researchers with an analytical tool that allows detailed ICAs of text-related classroom discussion. Findings may ultimately lead to pedagogical implications with a bearing on classroom practice.
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| 7. |
- Hansen, Michael, 1964
(författare)
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Significant signs: a case study of citation practices in educational research
- 2016
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Ingår i: International Journal of Research and Method in Education. - 1743-727X .- 1743-7288. ; 39:1, s. 74-91
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Tidskriftsartikel (refereegranskat)abstract
- Citations have a central role in the dynamic process of knowledge development and as measures of research performance – yet little is known about their role in educational research or the qualities they are assumed to measure. Based on a citation context analysis, this study shows how a paradigmatic reference within classroom research has been used in 90 articles in educational research journals. Four types of content and four citation functions were identified in the immediate context of the citation symbols. Surprisingly, no critical citations or discussions of the validity of the cited study were found. The results are discussed in relation to the conditions for communication within a field without disciplinary cohesion.
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| 8. |
- Heikkila, M, et al.
(författare)
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The Provotype as a methodological exploration in educational research
- 2022
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288.
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Tidskriftsartikel (refereegranskat)abstract
- Preschool, understood as being both a physical and psychological environment, is, according to objectives in national curriculum, required to be inclusive for all those who attend it. Previous studies have identified the stereotypical norms of several everyday activities of preschools, including both interactions and premises. The aim of this article is to present and discuss a possible methodological idea of a 'provotype' as a model for re-representing empirical analysis based on different data types that are combined in a research process. Research concerning provotypes will be presented. The research method will be presented in detail and the analytical process described. In the results section, the provotype and its aspects will be presented. Both during the work with the provotype as well as afterwards we have learned that working with the 'provotyping (what we like to call the whole process of analysing the results, visualizing, discussing the form of it and our reactions to the provotype) involves several phases of exproration and those phases includes uncertainty. A provotype might be a good way of re-illustrating, or as we put it re-representing, results from case studies with a number of different data, as in this study.
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| 9. |
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| 10. |
- Kjällander, Susanne, et al.
(författare)
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How to design a digital individual learning RCT-study in the context of the Swedish preschool : experiences from a pilot study
- 2018
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Ingår i: International Journal of Research and Method in Education. - 1743-727X .- 1743-7288. ; 41:4, s. 433-446
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Tidskriftsartikel (refereegranskat)abstract
- This article takes its point of departure in the research methodology of a comprehensive and multi-disciplinary innovative intervention study in Swedish preschools with preschoolers aged 3–5, involving two digital learning games focusing early math and executive functions. Based on a combination of video-ethnography, focus groups, field notes and digital progression log data, the analysis of a pilot study of the pedagogical intervention challenges and extends theoretical and methodological perspectives on what it means to undertake an intervention study in this context. The aim is to discuss what a mixed-methods research approach may provide for the understanding of intervention methodology by illustrating how different types of data provide understandings of how and to what extent the intervention components are functional in the pedagogical setting. The conclusion the analysis supports is that unless children’s and preschool teachers’ meaning making of the unfolding actions in the digital interface make them engage in the activity and dynamically fits within the institutional preschool system, the intervention will not be functional. A pilot study can provide detailed understandings of why, how and in what contexts interventions as part of the dynamic preschool systems can be implemented with adherence and fidelity.
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