9,651
Views
11
CrossRef citations to date
0
Altmetric
Articles

Teacher-researchers’ quality concerns for practice-oriented educational research

ORCID Icon, , ORCID Icon &
Pages 766-787 | Received 24 Aug 2018, Accepted 30 May 2019, Published online: 28 Jun 2019

References

  • Akkerman, S., W. Admiraal, M. Brekelmans, and H. Oost. 2006. “Auditing Quality of Research in Social Sciences.” Quality and Quantity 42 (2): 257–274. doi:10.1007/s11135-006-9044-4.
  • Anderson, G. L., and K. Herr. 1999. “The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities?” Educational Practitioner 28 (5): 12–21.
  • Bartels, N. 2003. “How Teachers and Researchers Read Academic Articles.” Teaching and Teacher Education 19: 737–753. doi:10.1016/j.tate.2003.06.001.
  • Bowen, G. A. 2006. “Grounded Theory and Sensitizing Concepts.” International Journal of Qualitative Methods 5 (3): 12–23. doi:10.1177/160940690600500304.
  • Cain, T. 2017. “Denial, Opposition, Rejection or Dissent: Why Do Teachers Contest Research Evidence?” Research Papers in Education 32 (5): 611–625. doi:10.1080/02671522.2016.1225807.
  • Carnine, D. 1995. “Trustworthiness, Usability, and Accessibility of Educational Research.” Journal of Behavioural Education 5 (3): 251–258. doi:10.1007/BF02110314.
  • Charmaz, K. 2014. Constructing Grounded Theory. 2nd ed. London: SAGE.
  • Cochran-Smith, M., and S. L. Lytle. 2009. Inquiry as Stance. New York: Teachers College Press.
  • De Kleijn, R., and A. Van Leeuwen. 2018. “Reflections and Review on the Audit Procedure: Guidelines for More Transparency.” International Journal of Qualitative Methods 17 (1): 1–8. doi:10.1177/1609406918763214.
  • Doyle, W., and G. A. Ponder. 1977. “The Practicality Ethic in Teacher Decision-Making.” Interchange 8 (3): 1–12. doi:10.1007/BF01189290.
  • Everton, T., M. Galton, and T. Pell. 2000. “Teachers’ Perspectives on Educational Research: Knowledge and Context.” Journal of Education for Teaching 26 (2): 167–182. doi:10.1080/02607470050127081.
  • Gibbons, M., C. Limoges, H. Nowotny, S. Schwartzman, P. Scott, and M. Trow. 1994. The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: Sage Publications.
  • Glaser, B. G., and A. L. Strauss. 1967. The Discovery of Grounded Theory. Chicago: Aldine.
  • Gore, J. M., and A. D. Gitlin. 2004. “[Re]Visioning the Academic-Teacher Divide: Power and Knowledge in the Educational Community.” Teachers and Teaching: Theory and Practice 10 (1): 35–58. doi:10.1080/13540600320000170918.
  • Guba, E. G. 1981. “Criteria for Assessing the Trustworthiness of Naturalistic Inquiries.” ECTJ 29 (2): 75–91.
  • Hammersley, M. 2007. “The Issue of Quality in Qualitative Research.” International Journal Research & Method in Education 30 (3): 287–305. doi:10.1080/17437270701614782.
  • Hammersley, M., and R. Gomm. 2002. “Research and Practice, Two Worlds for Ever at Odds?” In Educational Research, Policymaking and Practice, edited by M. Hammersley, 59–82. London: Sage Publications.
  • Heikinnen, H. L. T., F. P. C. M. de Jong, and R. Vanderlinde. 2016. “What Is Good Practitioner Research?” Vocations and Learning 9 (1): 1–19. doi:10.1007/s12186-016-9153-8.
  • Joram, E. 2007. “Clashing Epistemologies: Aspiring Teachers’, Practicing Teachers’ and Professors’ Beliefs about Knowledge and Research in Education.” Teaching and Teacher Education 23 (2): 123–135. doi:10.1016/j.tate.2006.04.032.
  • Kahneman, D. 2011. Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.
  • Kemmis, S. 2012. “Researching Educational Praxis: Spectator and Participant Perspectives.” British Educational Research Journal 38 (6): 885–905. doi:10.1080/01411926.2011.588316.
  • Labaree, D. F. 2003. “The Peculiar Problems of Preparing Educational Researchers.” Educational Researcher 32 (4): 13–22. doi:10.3102/0013189X032004013.
  • Laroes, E., L. H. Bronkhorst, S. F. Akkerman, and T. Wubbels. 2018. “Teacher Researchers’ Expanding Perceptions of Research in a School-University Collaborative Research Project.” In Mobilising Teacher Researchers: Challenging Educational Inequality, edited by A. Childs and I. Menter, 177–196. Abingdon: Routledge.
  • McIntyre, D. 2005. “Bridging the Gap between Research and Practice.” Cambridge Journal of Education 35 (3): 357–382. doi:10.1080/03057640500319065.
  • Miles, M., A. Huberman, and J. Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Thousand Oaks, CA: Sage.
  • Miles, M., and M. Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. 2nd ed. Thousand Oaks, CA: Sage.
  • Oancea, A., and J. Furlong. 2007. “Expressions of Excellence and the Assessment of Applied and Practice-Based Research.” Research Papers in Education 22 (2): 119–137. doi:10.1080/02671520701296056.
  • Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. London: Sage Publications.
  • Ratcliffe, M., H. Bartholomew, V. Hames, A. Hind, J. Leach, R. Millar, and J. Osborne. 2005. “Evidence-Based Practice in Science Education: The Researcher-User Interface.” Research Papers in Education 20 (5): 169–186. doi:10.1080/02671520500078036.
  • Ros, A., and M. Vermeulen. 2010. “Standards for Practice-Based Research.” Paper presented at EAPRIL conference in Lisbon, Portugal.
  • Thornberg, R. 2012. “Informed Grounded Theory.” Scandinavian Journal of Educational Research 56 (3): 243–259. doi:10.1080/00313831.2011.581686.
  • Townsend, A. 2013. Action Research: The Challenges of Understanding and Changing Practice. Maidenhead, Berkshire: McGraw-Hill/Open University Press.
  • van den Akker, J., K. Gravemeijer, S. McKenney, and N. Nieveen, eds. 2006. Educational Design Research. London: Routledge.
  • Vanderlinde, R., and J. van Braak. 2010. “The Gap between Educational Research and Practice: Views of Teachers, School Leaders, Intermediaries and Researchers.” British Educational Research Journal 36 (2): 299–316. doi:10.1080/01411920902919257.
  • Verschuren, P. J. M. 2009. Why a Methodology for Practice-Oriented Research Is a Necessary Heresy. Nijmegen: Radboud University.
  • Wardekker, W. L. 2000. “Criteria for the Quality of Inquiry.” Mind, Culture, and Activity 7 (4): 259–272. doi:10.1207/S15327884MCA0704_02.
  • Watanabe, T. 2002. “Learning from Japanese Lesson Study.” Educational Leadership 59 (6): 36–39.
  • Winch, C., A. Oancea, and J. Orchard. 2015. “The Contributions of Educational Research to Teachers’ Professional Learning: Philosophical Understandings.” Oxford Review of Education 41 (2): 202–216. doi:10.1080/03054985.2015.1017406.
  • Wittek, L., and T. Kvernbekk. 2011. “On the Problems of Asking for a Definition of Quality in Education.” Scandinavian Journal of Educational Research 55 (6): 672–684. doi:10.1080/00313831.2011.594618.