A topic in research methodology
“It is helpful to think about two modes of educational research that have somewhat different priorities and purposes. Both modes involve the collection of research data in particular contexts, to answers questions and develop new understandings. The distinction is based upon the relationship between the research context and the aims of the research.”
Taber, 2013: 123
These are theory-directed research and context-directed research
Context-directed research
“…the research carried out in a particular context because we are interested in effecting changes in that context is not necessarily different in its form from research that is theory-directed. Sometimes the only difference might be that the research site has not been selected on the basis of its representativeness of other comparable contexts. So it is quite possible that careful context-directed research could, in principle, offer insights to develop general theoretical knowledge, but this is not its prime purpose, and so it is not primarily judged in those terms….although such research may contribute to the development of general theory, this is not always the case.
Taber, 2013: 126-127
The key feature of context-directed research…is that the motivation for the research derives from something specific in the professional context, and the research is successful if context-bound knowledge is developed which can better inform future action in that context (regardless of whether or not findings are seen to be generalisable to other contexts elsewhere).”
Action research is often of this form:
“Rather than dealing with the theoretical, action research allows practitioners to address those concerns that are closest to them, ones over which they can exhibit some influence and make change.”( p.0)Ferrance, 2000
“Educators are working in their own environment, with their own students, on problems that affect them directly. They are at the place where research and practice intersect and real change can occur. Results of their actions can be seen first-hand, and they can build on this information.” (p.29)
“All action-research approaches involve teachers in an initial cycle of identifying and refining their research questions within their working contexts”
(CPD Review Group, 2003: 55)
Sources cited:
- CPD Review Group (2003). The impact of collaborative CPD on classroom teaching and learning: How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning? London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
- Ferrance, E. (2000). Action Research, Themes in Education. Retrieved from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
- Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
