Welcome to the What Counts As Research? mini wiki at Scratchpad!
You can use the box below to create new pages for this mini-wiki. Make sure you type
[[Category:What Counts As Research?]] on the page before you save it to make it part of the What Counts As Research? wiki (preload can be enabled to automate this task, by clicking this link and saving that page. Afterwards, you may need to purge this page, if you still see this message).
What Counts as Research? a brief summary according to Erickson, Lieberman and Hammersley.
- Juxtaposes a positivist, scientific perspective of educational research with a critical description, hermeneutical analysis.
- Research should include the humanities.
- Arts and humanities should receive the same funding benefits as the sciences
- Focusing on the importance of taking on a critical perspective to qualitative research
- talks mostly from a sociocultural/humanities perspective
- Critiquing the system from the “outside” in many respects (as a university-based researcher).
- It seems as though Erickson is preaching to the choir in this article; it is arguable whether or not people who fundamentally believe scientific research to be purely positivist would be persuaded by this article.
- Are causal relationships ever able to be conclusively determined, then?
- School-university connection, and how to successfully connect scholarship and activity, research and practice, etc.
- Talks about the changing roles and relationships and how research is not cut and dry, never static.
- 'Insider's perspective, and where new meaning of research is stemming from the conflicts of assumptions, power struggle relationships and agendas of the various participants
- Idealistic and pertinent, yet with little contribution to how this conversion might take place.
- Discusses idea of “scholarly activity” as “an embrace of what appear to be two ideas that do not fit comfortably together” (p. 8); historically, scholarship was just that: scholarship (and not action). I wonder if we are moving slowly away from pure scholarship—or, will scholarly activity remain just a subsection of one field?
- Maybe the role of a “translator” is helpful and acceptable?
- Is “what counts” necessarily going to be different for a university researcher and a k-12 teacher? Is a “translator” needed to help bridge the two?
- Scientific, evidence based' teacher research may be relied to heavily upon
- Solutions to educational problems can be found through simpler, practical enquiries
- Few practicing teachers utilize the research that is generated
- Critiques Hargreaves, mainly in that scientific, “evidence based” research doesn’t impact schools where Action Research might.
- “Practical enquiries are no substitute for academic research; just as the latter is no substitute for them” (p. 179).