Module 3: Quality In Educational Research
Topic 2: Different Perspectives On Educational Research
Task
Follow up some of the arguments presented in the two essential readings by searching the Internet for other papers.
The first essential reading by Burkhardt and Schoenfeld (2003), states that “educational research is not very influential, useful, or well funded” (p. 3). The authors suggest that a stronger realistic link between research and educational practices is needed. They highlight that this realistic link requires changes in infrastructure, standards, values and in who conducts the research. Burkhardt and Schoenfeld (2003) argue that the time for change and developing this link is now as “educational research is at a potential turning point” (p. 12).
Burkhardt and Schoenfeld (2003) present three main points when outlining the need for change and what such change should entail. Firstly, current educational research does not target both the needs and realities of our current education system. Secondly, realignment of educational research must be based on evidence to support the needs and realities of the education system itself. Finally, in order to achieve such a shift in focus and improved outcomes, coordinated, consistent and high quality professional learning for educational researchers is essential.
In identifying the practical and useful elements of what educational research should look like, Burkhardt and Schoenfeld (2003) argue that there are six key elements, which ensure that realistic links between research and educational practice is made:
1. Strong lab-to-engineering to marketing linkages.
2. Cumulativity – a growing core of results.
3. Stable theoretical base.
4. Adequate teams.
5. Sustained funding.
6. Individual and group accountability.
Pollard (2006) in his article, similarly outlines the challenges facing educational research and identifies four specific areas of concern:
· Contextual – relates to improving opportunities.
· Conceptual – relates to improving understandings.
· Methodological – relates to improving applied research.
· Transformational – relates to improving the impact.
Pollard (2006), as Burkhardt and Schoenfeld (2003) do, also claims that we are at a turning point in educational research. He states that “there may be a new opportunity to take the initiative through the formation of a new strategic forum for research in education” (p. 251). In moving forward he demands an overhaul of current approaches, developing improved management systems, exploring research methodologies and improving professional development and research funding.
Ultimately, the two essential readings by Burkhardt and Schoenfeld (2003) and Pollard (2006), argue the need for educational research to be highly valued and properly funded. In bridging the gap between current practice and the realities of education, change is critical in order to align research findings to the needs of both educators and subsequent policy makers.
Task
Given the very wide range of approaches to educational research, what do you consider are the essential ingredients of a good quality research study?
Developing my own thoughts and understandings on the essential ingredients of good quality educational research, was somewhat challenging. However, further research and reading lead me to Fitzwilliam and Browns (n.d.) paper titled “Evidence-Based Research In Practice” which explores “Six Guiding Principles”, or in this opinion, “Six Essential Ingredients Of A Good Quality Research Study”. I consider, as do Fitzwilliam and Browns (n.d.), that these principles provide a sound understanding of how to better frame a research project. The six principles/essential ingredients of a good quality research study include:
1. Pose significant questions that can be investigated empirically.
2. Link research to relevant theory.
3. Use methods that permit direct investigation of the question.
4. Provide a coherent and explicit chain of reasoning.
5. Replicate and generalize across studies.
6. Disclose research to encourage professional scrutiny and critique.
Fitzwilliam and Brown (n.d.) go on to state that the debate over educational research will continue, however they believe that educational research should “utilize a variety of methodologies and should maintain the links between research, theory and classroom practice” (p. 11) and that “the methodology of research projects accounts for the purpose and context of the research” (p. 11).
In drawing together the different perspectives on educational research, I strongly agree with the key issues identified in the discussed readings. Burkhardt and Schoenfeld (2003), Pollard (2006) and Fitzwilliam and Brown (n.d.) demand that educational research must be based on best practice, grounded in theory, be relevant to the realities of education and inform future directions. Ultimately, research that is analysed, discussed and debated, will inform decision-making and change in education.
Topic 4: Undertaking Commissioned Research
Task
How do we ensure quality in research when managing the competing demands of objective research and the expectations of the commissioning body?
Write a short reflection on the politics of this situation.
Commissioned research without a doubt raises the question of how to “safeguard the independence of inquiry” (Blom, 2003, p. 52). According to Babbie (2014), “social research can never be totally objective, because researchers are human and therefore necessarily subjective” (p. 81). Babbie (2014) adds that social researchers, whilst having “different subjective views” (p. 81) should be able to recognize “the facts of social research regardless of how those facts accord with their personal politics” (p. 81).
Managing the demands of objective research and the expectations of the commissioning body, requires that “the independence of research is explicitly specified as a basic condition, and that this is formalized in an agreement” (Blom, 2003, p. 52). Blom (2003) further states that commissioned research ought to include:
· A ban on intervention in the research by the commissioning party.
· Guaranteed unhindered access to sources.
· Guaranteed and sufficient budgets.
· Publication guaranteed even if the results are not what the party placing the commission wants.
· Consultation with a wide community of people, not simply restricted to representatives of interest groups.
Without a doubt researchers bring their own values into their research, which in turn are influential in the approaches researchers take. However, the “integrity of individual researchers and institutional determination can provide clarity and a firm footing” (Blom, 2003, p. 52). Ultimately, a professional, rigorous and transparent approach to research can have a preventative effect against situations where “who pays the piper calls the tune” (Blom, 2003, p. 52).
Reference List
Babbie, E. (2014). The Basics of Social Research. Belmont, CA: Thomson Wadsworth.
Blom, H. (2003). The Predicament of Social Research. Retrieved from http://www.iias.nl/iiasn/32/index.html on 11/2/2013
Burkhardt, H. & Schoenfeld, A.H. (2003). Improving Educational Research: Toward A More Useful, More Influential, And Better-Funded Enterprise. Educational Researcher 32(9), 3-14.
Fitzwilliam, N. & Brown, N. (n.d.). Evidence-Based Research In Practice. Retrieved from http://www.aare.edu.au/06pap/fit06585.pdf on 11/2/2013
Pollard, A. (2006). Challenges Facing Educational Research. Educational Review Guest Lecture 2005. Educational Review, 58(3), 251-267.