The Future of Educational Research: Perspectives from Beginning Researchers provides a snapshot of research across a diversity of fields in education conducted by beginning researchers. The chapters make valuable contributions to knowledge of contemporary issues in education. They illustrate research topics and methodologies that will underpin and provoke future research, and demonstrate the potential of these beginning researchers to become leaders in their chosen fields of educational research.
The chapters also demonstrate the breadth of research topics being undertaken in educational research today. For supervisors and research higher degree students the book provides samples of research higher degree student writing that not only exemplify approaches to presenting research but also support the value of publication at all stages of study.
More Options Prices excl. Add to Cart. View PDF Flyer. Contents About. By: Natalie Brown and Kim Beswick. By: Di Nailon and Kim Beswick. Pages: 13— By: Sally Giacon and Ian Hay. Pages: 25— Pages: 35— Catharines, ON. Skills and competencies needed in the research field: Objectives Paris, France: Authors. Lee, S. Becoming and belonging: Learning qualitative research through legitimate peripheral participation. Forum: Qualitative Social Research 4 2.
Leech, N. Building a methodological foundation: Doctoral-level methods courses in colleges of education. Research in the Schools Lovitts, B. Being a good course-taker is not enough: A theoretical perspective on the transition to independent research. Macfarlane, B. Values and virtues in qualitative research. In New approaches to qualitative research: Wisdom and uncertainty, ed. Savin-Baden and C. Howell Major, Abingdon, UK: Routledge. McGinn, M. New social science researchers in Canada: An ongoing research agenda. In Quality in postgraduate research: Knowledge creation in testing times, ed.
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Kiley and G. Mullins, Niemczyk and M. Fulfilling an ethical obligation: An educative research assistantship. Alberta Journal of Educational Research Tilley, S. Research ethics on the ground: Partnerships, practices, and plans in global population health—A collective case study of ethics issues and challenges.
Shaping the Future of Research: A perspective from early career researchers in Vancouver, Canada
Henderson and F. Cooperative learning through collaborative faculty—student research teams. Family Relations Miller, D. Basic research design. Miller and N. Salkind, National Research Foundation. National Research Foundation Strategy Nicolas, J. Researchers for tomorrow. University Affairs. Niemczyk, E.
Concepts of the teacher as researcher and reflective teacher: perspectives about teachers' work
A case study of doctoral research assistantships: Access and experiences of full-time and part-time education students. Unpublished doctoral thesis. Preparing US teachers for critical global education. Most participants will present unpublished research into the prevalence and impacts of student food and housing insecurity or, more commonly, means to address it. Researchers will take part in panels focused on subtopics, each with a discussant. Click here for the conference website. This conference aimed to deepen our understanding of principal time-use and thereby to advance current knowledge of principal leadership across different countries.
Specifically, the conference aimed to 1 capture common or particular patterns and effects of principal time-use across countries, 2 identify common or major causes that shape principal time-use across countries, 3 revisit the dominant theoretical model of principal leadership effects, 4 contribute to developing a new research direction, 5 develop a framework of data collection and related analytical tools of principal time-use that can be widely applied to contexts of different countries and 6 provide insights and guiding principles for policymakers and principals in terms of school improvement.
To this end, the conference organizing committee invited 26 leading and emerging scholars in the field of educational leadership and administration from different countries in Africa, Asia, Europe, Oceania, North and South America.
To maximize scholarly benefits from the diversity of the participants in terms of geographical foci, disciplinary backgrounds, methodological approaches, and theoretical stances, the conference took a mixed-form of plenary presentations and intensive research workshops for two and a half days. The major outcomes of the conference will include: 1 a conference report, 2 conference materials, 3 research networking, and 4 an edited book.
Making, defined as building or adapting objects using real tools and real materials has emerged as an engaging entry point and activity for STEM education.
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In turn, there has been substantial attention given to making by various governmental agencies and the White House. Yet, as an emerging field, the practice of making is ahead of the research. In particular, there is very little research on the learning that takes place through making to support the fervor behind making. With a combination of invited researchers, additional researchers, practitioners and funders, this research meeting had two primary objectives: First, it aimed to build a common research agenda on making as a learning process and makerspaces as sites of learning.
Second, it identified connections between making phenomenon and extent educational research areas, and facilitated the diffusion of research knowledge into practice. Ultimately, this work will build a community of researchers around the phenomenon on making and learning. Education policy makers have increased their focus on both college and career readiness in recent years, so much so that this new focus is built into the Common Core Standards.
This change in focus has also increased the consideration of career and technical education as a means to contribute to developing career readiness. Despite the renewed policy attention, there is woefully little high-quality research aimed at understanding the impact of participating in career and technical education in the K system. That is, unlike core subjects, there is little consensus and even less empirical evidence on what constitutes success in CTE or how CTE instructor quality should be measured, amongst other pressing methodological issues. This conference directly addressed these challenges by: i presenting ongoing research on CTE in the K sector; ii engaging researchers in a discussion concerning innovative evaluation methods for CTE; and iii building bridges between researchers, policy makers, and research and evaluation offices of state and local educational agencies.
The organizers expect that this conference will lead to new research partnerships between academics with expertise in CTE-related inquiry and agencies that both administer CTE programs and have a material interest in evaluating the impact of these programs on a variety of student outcomes. Lynn School Committee, 1st Cir.
The goal of this conference was to organize a small working group of these otherwise disconnected educational scholars to build a new network within AERA that can inform policy and practice in the 21st Century. Sociologists, psychologists, and social psychologists as well as experts in curriculum and teaching, educational leadership and educational policy have conducted research relevant to the educational benefits of diversity.
The result of this two-day convening will be the framing of a powerful argument centered on what educational research has to say to policy makers and practitioners on these critical and timely issues. Many students from ethnic, racial, linguistic, and religious minority groups have weak identifications with their nation-states because they feel structurally excluded and marginalized within their schools and nations.
This international conference, co-sponsored by the Spencer Foundation, explored research, theory, and practice that revealed how citizenship education courses and programs can be re-conceptualized and changed so that they will help students from marginalized groups attain a sense of inclusion within their schools and nation-states, political efficacy, and clarified national identities. This conference consisted of papers that describe research and case studies of school civic education courses and programs in different nations.
The goal of these courses and programs was to help students from diverse groups acquire a sense of structural inclusion within their nation-states and clarified national identities. An important outcome of this conference was a set of research questions, innovative research methods, and concepts that will contribute to interdisciplinary research related to global migration, structural inclusion, and civic education.
Another intended outcome of this of this conference will be a book published by a major publisher that will consist of externally reviewed and revised versions of the conference papers. Banks Editor. Although a substantial amount of research now exists on general questions regarding STEM education, only a limited research base exists that addresses the needs of students with disabilities in STEM. Without a unified research base, opportunities for these individuals to study and learn in STEM disciplines, as well as resulting work and career options, are highly curtailed.
Moreover, the collection of researchers currently engaged in important foundational work on STEM learning and students with disabilities has only limited organized opportunities for them to identify each other, exchange information, study the findings of others, and initiate new collaborations and extensions of their current work. A modest, networked community has slowly begun to emerge, stimulated, in part, by larger-scale funded projects. Still, conference venues and publishing outlets remain less coherent than in other fields.
The Future of Educational Research : Perspectives from beginning researchers
Most critically, no coherent conceptual framework yet exists within which this emerging body of research can be organized and made visible as a guide to sustained investigations or new initiatives. This conference addressed these various needs and provided as an intellectual product a research framework useful both for the emerging community of researchers interested in STEM-learning and students with disabilities. Rapid advances in contemporary technologies are reshaping how students learn across the world. Although efforts have focused on understanding new ways of using these technologies to meet educational goals, researchers are faced with enormous challenges in enhancing the use of these technologies to arouse student attention and improve motivation, engagement, and learning.
This conference brought together leading researchers in new media and contemporary technologies for robust discussions to move the field of educational technology forward. Participants developed a research agenda to shape thinking and inspire rigorous studies to examine the effects of contemporary technology use on learning. The conference aimed not only to inspire new thinking but to develop a collaborative research agenda around technology use in higher education. Outcomes will be widely disseminated through a published volume, symposia at national and international conferences, and media releases.
Rich time-use data from time-diary surveys are now available for more than countries and social scientists from several disciplines are currently using such data to address a number of policy-relevant research questions. However, the education research community has been slow to utilize data from time diaries, despite the likelihood that education policies and interventions influence the time use, both in and out of school, of students, parents, and teachers.
The conference convened a diverse, interdisciplinary group of time-use researchers, time-diary surveyors, and education scholars with the dual intentions of discussing current education research that uses time-use data and shaping a future research agenda that utilizes time-use data to address important questions in education research. The conference brought together historians, political scientists, sociologists and educational researchers from across the globe to break new ground on research related to teaching and learning difficult histories.
Teaching and learning difficult histories is among the most complex and sensitive concerns in humanities education, yet necessary for reconciliation, social cohesion and judicious civic engagement. It also can enhance their civic identities as they learn to comprehend, reflect and act on the complexities of today's increasingly inter-dependent world. Collaborative Research for Action and Equity in Education.
This conference brought together education researchers who conduct collaborative research with community and education activists in support of change efforts to advance equity and justice in education. The purpose of the conference was to assess and advance the state of the growing field in collaborative research methods. Collaborative research is used as an umbrella label to include action research, participatory action research, youth participatory action research, community-based research, and other forms of engaged scholarship.
Despite these similarities, scholars operate separately in their diverse methods, including disciplinary and interdisciplinary approaches and also qualitative and quantitative approaches. An important purpose of this conference was to build a more unified field.
This conference brought collaborative researchers from diverse methods together to compare and contrast their approaches, share best practices, grapple with challenges and problems in the field, and, overall, assess and advance knowledge in the broader field. The purpose of this two-and-a-half day conference was to explore methodological issues in the design and interpretation of higher education rankings and to advance the scientific basis of such rankings by incorporating more explicit consideration of behavioral assumptions and effects. The outcomes were: i a taxonomy of ranking systems in terms of their methodology and uses, and behavioral responses by institutions and other intended users; ii a compendium of the relevant methodological issues and the strategies that have been or might be employed to address them; iii a set of testable hypotheses about behavioral responses that may compromise the validity of rankings; and iv a preliminary set of experimental designs to test those hypotheses.
The conference sought to reimagine the nature of vocabulary assessment toward enhanced assessment practice and support of effective instruction in the era of the Common Core State Standards. The goal of the conference was to develop recommendations for teachers and researchers about productive ways to measure vocabulary knowledge and growth. It was organized around a set of framing questions within three broad themes—construct definition, assessment design, and educational impact.
Anticipated outcomes of the conference include advancement of the field of vocabulary assessment by allowing researchers to better evaluate the results of vocabulary interventions and to more precisely understand the effects of vocabulary growth on literacy outcomes. This conference brought together a nationally renowned and interdisciplinary group of scholars to develop, enact, and communicate research about the political context and the ways in which the Common Core State Standards movement is being implemented by policymakers and understood by practitioners.