Challenging research norms in educational psychology

Abstract

In this commentary, I identify some common themes in the six articles in this special issue, including the importance of aligning research methods with research questions and embracing the complexity of educational phenomena. Then, I reflect on some differences in how authors responded to the request to discuss the role of their inquiry world view and their own take on the meaning of equity in research. Finally, I offer a few reflections on the state of methodology in educational psychology.

Notes

1 Throughout this article, I use “method” to refer to a specific method (e.g., interview, survey) and “methodology” to mean a general approach to research (e.g., situative, phenomenological) in which specific methods consistent with that general approach may be combined.