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Centros de pesquisas do INEP: pesquisa e política educacional entre as décadas de 1950 e 1970; Centers of educational research of the INEP: educational research and educational policy in Brazil from the 1950s to the 1970s

Ferreira, Márcia dos Santos
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/08/2006 PT
Relevância na Pesquisa
65.97%
O Centro Brasileiro e os Centros Regionais de Pesquisas Educacionais foram instituições criadas no interior da estrutura do Ministério da Educação e Cultura, em 1955. A finalidade principal dos Centros era realizar pesquisas cujos resultados pudessem ser utilizados na elaboração de uma nova política educacional capaz de tornar a educação escolarizada, efetivamente, um dos fatores favoráveis ao desenvolvimento econômico e social que se processava, em diferentes ritmos, nas diversas regiões do país àquela época. A partir da identificação dos projetos de pesquisa que foram propostos por todos os Centros, durante todos os anos em que neles foram desenvolvidas atividades de pesquisa, foi possível constatar a existência de dois períodos distintos em sua produção: um, transcorrido do início do funcionamento dos Centros até, aproximadamente, 1961; e, outro, que começou em 1962 e se estendeu até o princípio da década de 1970. Tendo em vista o objetivo de compreender as mudanças apresentadas pelos projetos de pesquisas dos Centros nos dois períodos identificados, foram estabelecidas relações entre essas mudanças e os diversos propósitos que orientaram a realização daqueles projetos, assim como com as políticas educacionais promovidas pelo governo federal entre as décadas de 1950 e 1970. Os resultados alcançados indicam que os Centros passaram da condição de instituições que se propunham a gerar subsídios científicos à tomada de decisões políticas relativas à educação...

The educational imagination and the sociology of education in Australia

Matthews, J.
Fonte: Springer Netherlands Publicador: Springer Netherlands
Tipo: Artigo de Revista Científica
Publicado em //2013 EN
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55.94%
A remarkable feature of the sociology of education is its proliferation under a broad gamut of research themes and topics. Understanding the relationship of education to social reproduction and social change are pivotal to the sociology of education, and have fruitfully informed research in fields such as gender and education, vocational education and lifelong learning, policy sociology in education, cultural sociology of education, literacy, social justice and education, globalisation and education. Tracking the historical trajectory of the sociology of education in Australia, this article underlines the productivity of educational research and methodological advances in the fields of gender, literacy, and policy. It also points to the failure of the sociology of education and educational research to engage with the education system’s complicity in reproducing Indigenous and ethnic disadvantage. I argue for an sociology of education along lines envisaged by Emile Durkheim who recognised the importance of understanding education systems past and present, so that educators might comprehend the relationship of education to social change. New theories, methodologies and fields of education play an important role in informing understandings of contemporary education. However...

Validación del constructo subyacente en una escala de evaluación del impacto de la investigación educativa sobre la práctica docente mediante análisis factorial confirmatorio; Validation of the underlying construct in a rating scale to assess the impact of educational research on teaching practice using confirmatory factor analysis

Díaz Costa, Elisabet; Fernández-Cano, Antonio; Faouzi, Tarik; Henríquez, Carlos Felipe
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
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65.78%
This article examines the validation stages of a rating scale to assess the impact of educational research on teaching practice, paying particular attention to the procedures to validate the underlying construct. To achieve this aim, we considered the research problem, sample availability, and criteria of scientific rigor for developing survey instruments, specifically a rating scale. Data drawn from a rating scale are applied to a sample of 62 teachers at the University of Granada (Spain) and 117 non-university teachers. Through a secondary analysis of the data, the different stages to validate the construct were developed, obtaining three constructs comprising 16 items of the 43 items available. The study shows that confirmatory factor analysis is more powerful than exploratory factor analysis in validating the underlying construct of a measurement instrument (rating scale) and in reducing the scale items.; Este artículo muestra las etapas de validación de una escala de evaluación del impacto de la investigación educativa en la práctica docente, enfatizando los procedimientos de validez del constructo subyacente. Para ello, se tuvieron en consideración el problema a investigar y los criterios de rigor científico propios de la construcción de instrumentos de encuesta...

Assessing Educational Leaders: Validation and Adaptation of the Spanish Version of VAL-ED

Bol??var Bot??a, Antonio; Caballero Rodr??guez, Katia; L??pez L??pez, Mar??a del Carmen; P??rez-Garc??a, Purificaci??n
Fonte: European Educational Research Association Publicador: European Educational Research Association
Tipo: Conferência ou Objeto de Conferência
SPA
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65.79%
Conferencia Europea sobre Investigaci??n Educativa: ???The need for Educational Research to Champion Freedom, Education and Development for All???, celebrada en C??diz, 17-21 de septiembre de 2012.

Is action research necessarily collaborative? Discussing some findings from the RRC project

Sousa, Francisco
Fonte: European Educational Research Association Publicador: European Educational Research Association
Tipo: Conferência ou Objeto de Conferência
Publicado em /09/2014 ENG
Relevância na Pesquisa
65.73%
ECER 2014 "The Past, the Present and Future of Educational Research in Europe" will take place at the University of Porto from 1 - 5 September 2014.; Between 2007 and 2012 an action research project named RRC (Researching for a Relevant Curriculum) was implemented in the Azores, Portugal. It was conducted by a team that included university scholars and teachers from elementary and secondary schools. The focus of the collaboration was the lack of interest shown by some students with regard to the school and the curriculum. This paper examines two forms of teacher collaboration observed in the context of RRC: a weaker form, based on the provision of suggestions on new teaching strategies and related aspects of the colleagues' work, and a stronger form, based on assistance and some joint work. For example, one teacher took notes of a colleague's behavior in the classroom in order to help her identify aspects that needed improvement, and other specific research tasks – like interviewing children and writing research papers – were sometimes done together by researchers from the university and elementary school teachers. Overall, collaboration increased in the last year of the project's implementation, which will be discussed in terms of (1) the possible relation between this fact and a reorientation in the team's approach to the action research process...

The project RRC: A partnership based on action research

Sousa, Francisco
Fonte: EERA - European Educational Research Association Publicador: EERA - European Educational Research Association
Tipo: Conferência ou Objeto de Conferência
Publicado em 21/09/2012 ENG
Relevância na Pesquisa
65.73%
ECER 2012. The European Conference on Educational Research 2012 will take place in the University of Cádiz.; For the past five years the University of the Azores has worked with schools of elementary and secondary education from this Portuguese Autonomous Region in a partnership based on a project of collaborative research on curriculum. The project RRC (Researching for a Relevant Curriculum) has addressed teachers' worries about the lack of interest shown by some of their students with regard to the school and the curriculum. Accordingly, successive cycles of action research have been carried out by a team that includes university scholars and teachers from those schools. Data has been collected mainly through classroom field notes that provide evidence of given students' lack of interest, and through interviews with them. Each action research cycle is one school year long. Data have been analyzed and interpreted both individually and collectively. Such interpretation of data has inspired teachers in designing new teaching strategies, which have been continuously monitored and reviewed. The project has generated not only improvements in the students' acknowledgment of curriculum relevance but also some changes in the teachers' approach to their work...

Educational Research through Networking: Pedagogy, Organization and Communication; Investigación educativa en red: pedagogía, organización y comunicación; Pesquisa educativa em rede: pedagogia, organização e comunicação

Vega Torres, Daniel Roberto; Fundación Universitaria Juan de Castellanos; Moreno García, José Edidson; Fundación Universitaria Juan de Castellanos
Fonte: Universidad de la Sabana Publicador: Universidad de la Sabana
Tipo: info:eu-repo/semantics/article; Revisión; info:eu-repo/semantics/publishedVersion
SPA
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65.95%
The following article offers an analysis of educational research through networking as a way to integrate teaching practice and educational research. It begins by describing the network society in terms of its meaning and the changes in education resulting from global dynamics. The pedagogy of educational research is then analyzed as the core of the problem, since the way a learning process / paradigm is conceived determines how the resources and actors in educational research are organized and deployed. With this idea in mind, an introductory analysis is presented of three examples of educational research; namely, Designing Educational Research, the Activity Theory and Networks of Teachers Who Develop Research from their Schools.   Several proposals derived from a literature review are presented by way of a conclusion.; Este artículo ofrece un análisis de la investigación educativa en red como una manera de integrar la práctica pedagógica y la investigación educativa. Primero, se describe el significado de la Sociedad red y las transformaciones en la educación como consecuencia de una dinámica global. En seguida, se analiza la pedagogía de la investigación educativa como eje central de la problemática, puesto que la forma en que se concibe un proceso/paradigma pedagógico de aprendizaje determina la manera cómo se organizan los recursos y actores en la investigación educativa. Luego...

Educational Research through Networking: Pedagogy, Organization and Communication; Investigación educativa en red: pedagogía, organización y comunicación; Pesquisa educativa em rede: pedagogia, organização e comunicação

Vega Torres, Daniel Roberto; Fundación Universitaria Juan de Castellanos; Moreno García, José Edidson; Fundación Universitaria Juan de Castellanos
Fonte: Universidad de la Sabana Publicador: Universidad de la Sabana
Tipo: info:eu-repo/semantics/article; Revisión; info:eu-repo/semantics/publishedVersion
SPA
Relevância na Pesquisa
65.95%
The following article offers an analysis of educational research through networking as a way to integrate teaching practice and educational research. It begins by describing the network society in terms of its meaning and the changes in education resulting from global dynamics. The pedagogy of educational research is then analyzed as the core of the problem, since the way a learning process / paradigm is conceived determines how the resources and actors in educational research are organized and deployed. With this idea in mind, an introductory analysis is presented of three examples of educational research; namely, Designing Educational Research, the Activity Theory and Networks of Teachers Who Develop Research from their Schools.   Several proposals derived from a literature review are presented by way of a conclusion.; Este artículo ofrece un análisis de la investigación educativa en red como una manera de integrar la práctica pedagógica y la investigación educativa. Primero, se describe el significado de la Sociedad red y las transformaciones en la educación como consecuencia de una dinámica global. En seguida, se analiza la pedagogía de la investigación educativa como eje central de la problemática, puesto que la forma en que se concibe un proceso/paradigma pedagógico de aprendizaje determina la manera cómo se organizan los recursos y actores en la investigación educativa. Luego...

Open educational resources : conversations in cyberspace

D'Antoni, Susan; Savage, Catriona
Fonte: Paris : United Nations Educational, Scientific and Cultural Organization, 2009. Publicador: Paris : United Nations Educational, Scientific and Cultural Organization, 2009.
Tipo: Livro Formato: application/pdf
ENG
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172 p. : ill. ; 25 cm.; Libro Electrónico; Education systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.; A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni.

Historical perspective of the educational research: of the “disinterested knowledge” to the studies of social representation; Perspectiva histórica da pesquisa educacional: do “saber desinteressado” aos estudos de representação social

Barbosa, Claudio Luis de Alvarenga
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 23/10/2008 POR
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65.81%
From its origin the university was organized with the objective of to cultivate and to transmit the accumulated knowledge for the humanity. Accompanying the changes of the society, the university was if adapting to the social demands, through the integration between teaching and research. Looking for to overcome the limitations noticed in the researches of quantitative character, traditionally accomplished in education, the calls qualitative approaches of research appeared that they began to win force in the decade of 1970. Before the divergences on what characterizes a qualitative methodology and, by means of the apparent contradiction between quantitative research and qualitative research, this work has as objective discusses, in a historical perspective, the paper of the research inside the university, evaluating the different debates around which it stipulated to call educational research. Through bibliographical research - while process of indirect documentation - it took place a survey and selection of the appropriate bibliography and, shortly afterward, a study of the texts in depth, in the way of to understand them, apprehending the authors’ message and making a judgement on the same ones (analytical reading). That way, it is perceived that the qualitative researches...

Basil Bernstein as an inspiration for educational research: Specific methodological approaches

Morais, Ana Maria; Neves, Isabel Pestana
Fonte: Peter Lang Publicador: Peter Lang
Tipo: Parte de Livro
Publicado em //2010 ENG
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The article is focused on the research that has been developed by the ESSA Group (Sociological Studies of the Classroom) and which is fundamentally based on Bernstein’s theory of pedagogic discourse. It presents the theoretical assumptions and the methodological procedures that have guided the conception of the models and instruments of analysis and the steps followed in their construction. Aspects related to validity and reliability criteria are also referred. It is clarified the epistemological positioning of the research, while discussing the extent to which that research departs from the dichotomy between naturalistic and rationalist approaches and reflects an option that rejects the strongly contextualised and idiosyncratic character of qualitative methodologies, guided by postmodernist perspectives in educational research. It is also discussed the extent to which the fundamentally rationalist positioning that has been adopted, has not coincided with an experimental design or a quantitative data analysis. The article intends to provide a basis for reflection of the potentialities and limitations of the mixed research methodology that has guided the empirical work carried out by the ESSA Group and, as a consequence, of the objectivity value of the results that have been suggested by the application of the instruments.; Fundação para a Ciência e Tecnologia (FCT)

Doing and using educational research : engaging researchers, practitioners and policy makers in productive partnerships

Shreeve, Ann
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Article; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em //2004 ENG
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Un aspecte clau per als investigadors educatius que pretenen que el seu treball contribueixi a canviar el sistema educatiu en general i les escoles en particular és com promoure que els dissenyadors de polítiques i els docents usin i possiblement es comprometin en la recerca. La difusió dels resultats en investigació educativa és problemàtica en alguns sentits. No és de fàcil accés per a usuaris potencials ni en el format imprès ni electrònic, particularment per als docents que no poden accedir a biblioteques reservades a docents o a serveis de recerca electrònica. L'ús dels resultats de la investigació educativa com a font d'informació per a la presa de decisions sobre la reforma educativa ha estat recentment considerat com a àrea d'estudi. A nivell nacional, al Regne Unit la major part de polítiques i estratègies són donades a conèixer a través de la investigació educativa i a través del procés d'aplicació que influencien els docents a les escoles. Estudis recents han demostrat com els professors de les aules i escoles poden usar i prendre part en investigació per al seu propi ús i crear, d'aquesta manera, nou coneixement. No obstant això, es necessita entendre bastant més sobre aquests processos i sobre com es pot donar suport als docents en els intents esmentats.; A key issue for educational researchers who intend their work to influence change both in the educational system and in individual schools is how to engage key stakeholders both policy makers and practitioners in using and possibly engaging in research. The dissemination of the outcomes of educational research is problematic in several respects. It is not easily accessible to potential users in printed or electronic form...

Infância e educação: novos estudos e velhos dilemas da pesquisa educacional; Childhood and education: new studies and old dilemmas of educational research

Rocha, Eloísa Acires Candal; Buss-Simão, Márcia
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf; application/pdf
Publicado em 01/12/2013 POR; ENG
Relevância na Pesquisa
65.87%
Este artigo toma como objeto de análise a produção acadêmica relacionada ao tema educação e infância, no âmbito dos programas de pós-graduação em Educação da região sul do Brasil, nos últimos cinco anos (2007-2011). Tem o objetivo de buscar indicativos das interlocuções dessa produção com a educação nas creches, pré-escolas e escolas. Para o desenvolvimento da análise, retomaram-se alguns velhos dilemas da pesquisa educacional, em especial aqueles que envolvem a relação entre teoria e prática, uma vez que uma perspectiva avaliativa da contribuição da pós-graduação para a educação básica brasileira exige um olhar sobre as relações da pesquisa com as práticas pedagógicas nos sistemas educativos. Sem a pretensão de realizar um estado da arte do referido período, buscou-se identificar as perspectivas e bases analíticas desse conjunto de investigações, o qual revela um fortalecimento dos diálogos possíveis entre pós-graduação e educação básica, a partir da abertura científica para colaborações disciplinares e teóricas na direção de consolidar uma ciência da educação cujo foco são os processos educativos que envolvem as crianças pequenas, considerando sua concretude social e cultural. As análises indicam a necessidade de estar alerta para os riscos de superficializações e generalizações em que o interesse em conhecer as crianças e sua infância coloca para a pesquisa educacional realizada contemporaneamente: a reavaliação de sua especificidade.; This paper's object of analysis is the academic production on the theme of education and childhood in the programs of graduate education in southern Brazil from 2007 to 2011. It aims to seek evidence of the dialogues of this production with education in childcare centers...

The implementation and evaluation of the decision-oriented educational research (DOER) paradigm in a non-traditional university academic program

Wild, Lynn
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado Formato: 62884385 bytes; application/pdf
EN_US
Relevância na Pesquisa
65.79%
This study implemented the Decision-Oriented Educational Research (DOER)paradigm developed by William Cooley and William Bickel (1985) and evaluated the effectiveness of this paradigm in a non-traditional university academic program. The main features of the DOERparadigmare: a client-centered orientation; a methodologically eclectic approach; monitoring and tailoring; an emphasis upon computer-based information systems; use of program documentation; and use and dissemination of evaluation results. The study recorded, documented and analyzed all interactions between the primary client and the researcher. This analysis identified and assessed recurring themes in the perceptions and observations of the researcher regarding the implementation and effectiveness of the DOERparadigm. It also provided depictions of the primary client and the researcher's specific interactions. Specific changes in or the development of program policies were recorded and analyzed to determine what impact, if any, DOER had upon policy formulation. The primary client's interview responses were summarized and analyzed to assess his opinions and perceptions on the effectiveness of DOERin aiding his policy decisions. The major findings of this study included: (a) Amethodologically eclectic approach was needed to address the primary client's information request: (b) In order to use a methodologically eclectic approach...

Social Sciences Paradigms in Educational Research; As Ciências Sociais e a Pesquisa Sobre Educação

Gouveia, Aparecida Joly
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; Formato: application/pdf
Publicado em 01/06/1989 POR
Relevância na Pesquisa
65.79%
An attempt is made to trace the presence of social sciences paradigms in Brazilian educational research. Starting from studies made in the fifties when this field flowered, unter the influence of development theories, certain changes in themes and theoretical orientations leading to the predominance of different paradigms can be detected. As suggested, to observed changes are explained both by certain events in the national political scenery and ideas spread from international organizations or French and American academic centres. As to the presence of the distinct academic fields, sociology comes first all along the time; some use has been made of anthropological research methods. Although schooling - a main research subject - is affected to a large extend by government very few political scientists engage in studies about education.; Focaliza-se neste artigo a participação das Ciências Sociais na pesquisa brasileira sobre a educação a partir da década de cinquenta, quando esse campo de estudos encontrou condições favoráveis no clima criado pelo desenvolvimentismo. Desde então, afetadas em certa medida por mudanças no panorama político nacional mas influenciadas também por movimentos de idéias surgidos em outros países...

“Objective Hermeneutics” and its appropriation in educational research; “Hermenêutica objetiva” e sua apropriação na pesquisa empírica na área da educação

Vilela, Rita Almeida Teixeira; Noack-Napoles, Juliane
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 10/04/2011 POR
Relevância na Pesquisa
65.8%
This text presents the qualitative social research methodology called “Objective Hermeneutics” developed by the German sociologist Ulrich Oevermann and points out its appropriateness in educational research. Deriving from the interpretative tradition of Theodor Adorno’s Critical Theory, the purpose of the “Objective Hermeneutics” analysis is to reveal the logic between the structures of social reproduction and the structures of transformation, shown in some kind of text. Therefore, the objective is to unveil and show the sui generis reality that it contains: texts written from field research protocols, interviews, as well as art work, music, architecture, which are equally texts to be interpreted. The methodology intends to comprehend the meanings that were given to a determined social situation and which are registered in the text. The text presents dimensions of the method used in Germany and in Brazil in school and classroom researches.; Este texto apresenta a metodologia de pesquisa social qualitativa denominada “hermenêutica objetiva” desenvolvida pelo sociólogo alemão Ulrich Oevermann e aponta sua propriedade na pesquisa educacional. Derivada da tradição interpretativa da Teoria Crítica de Theodor Adorno, a finalidade da análise “hermenêutica objetiva” é descortinar a lógica entre as estruturas de reprodução social e as estruturas de transformação...

Ethnography in educational research: training the scientific point of view; Etnografia em pesquisas educacionais: o treinamento do olhar

Rosistolato, Rodrigo; Prado, Ana Pires do; Universidade Federal do Rio de Janeiro
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 15/05/2015 POR
Relevância na Pesquisa
65.92%
During 2011, we worked on research about the distribution of educational opportunities in the city of Rio de Janeiro. At first, the investigation was guided exclusively by sociological problems, and it was rebuilt methodologically when we proposed that all researchers involved in the application of questionnaires work in pairs and make ethnographic observations. This research was conducted in 51 residences in Rio de Janeiro. In this article, we will discuss the production of ethnographic narratives in educational research. Our foci are the particularities of the anthropological point of view and the specifics of the collective writing of ethnographical texts, traditionally an individual activity. We will describe the steps of the new methodology proposed and its main results: expanding the researchers’ capacity for relativizing, for understanding and valuing the natives’ point of view of the distribution of educational opportunities and for building an anthropological perspective of educational themes.; Em 2011 trabalhamos em uma pesquisa sobre a distribuição de oportunidades educacionais na cidade do Rio de Janeiro. A investigação, de início orientada exclusivamente por problemas do campo sociológico, foi e construída metodologicamente quando propusemos que os pesquisadores envolvidos na aplicação dos questionários trabalhassem em duplas e realizassem observações etnográficas. A pesquisa foi realizada em 51 residências no Rio de Janeiro. Nesse artigo...

Ethical considerations in educational research involving children: Implications for educational researchers in South Africa

Pillay,Jace
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
Relevância na Pesquisa
65.89%
Adopting a social justice theoretical framework, the author proposes that the involvement of children in educational researchis paramount. However, such involvement often exposes children to exploitation and a violation of their rights. As such, it is essential that all research involving children should be ethically sound. Hence, the purpose of this study was to explore ethical considerations in educational research involving children, especially in South Africa, which was historically known for the marginalization of and discrimination against children. This generic qualitative study included a sample of eight experts with extensive knowledge of the ethical concerns surrounding children's participation in research activities. Data was collected through individual interviews, a questionnaire, and the analysis of documents and instruments pertaining to the ethical-legal protection of children's involvement in research activities in South Africa. The findings identify several ethical principles that should be considered within a South African perspective and which have specific implications for educational researchers.

Getting the picture and changing the picture: visual methodologies and educational research in South Africa

Mitchell,Claudia
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2008 EN
Relevância na Pesquisa
65.77%
At the risk of seeming to make exaggerated claims for visual methodologies, what I set out to do is lay bare some of the key elements of working with the visual as a set of methodologies and practices. In particular, I address educational research in South Africa at a time when questions of the social responsibility of the academic researcher (including postgraduate students as new researchers, as well as experienced researchers expanding their repertoire of being and doing) are critical. In so doing I seek to ensure that the term "visual methodologies" is not simply reduced to one practice or to one set of tools, and, at the same time, to ensure that this set of methodologies and practices is appreciated within its full complexity. I focus on the doing, and, in particular, on the various approaches to doing through drawings, photo-voice, photo-elicitation, researcher as photographer, working with family photos, cinematic texts, video production, material culture, advertising campaigns as nine key areas within visual methodologies.

Starting with ourselves in deepening our understanding of generativity in participatory educational research

van Laren,Linda; Mudaly,Ronicka; Pithouse-Morgan,Kathleen; Singh,Shakila
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
55.92%
Participatory educational research is generally characterised by a commitment to making a difference in the lives of those who participate in the research and more broadly, to promoting social transformation. This suggests a potentially fruitful synergy between participatory educational research and the multidisciplinary body of academic work on generativity as a human capacity that has at its core a desire to contribute to the well-being of others. As a research team of teacher educators from diverse disciplinary backgrounds, we seek to add an alternative dimension to current debates on participatory educational research by focusing on understanding the 'how' and 'what' of generativity in a participatory research process. The research question we address is: How does/can engagement in participatory educational research facilitate generativity? While participatory research literature often concentrates on collaboration between researchers and 'researched' communities, we are taking a reflexive stance by exploring our own participation in our dual roles as university community members and as researchers studying our colleagues' experiences in relation to integration of Human Immunodeficiency Virus (HIV) & Acquired Immunodeficiency Syndrome (AIDS)-related issues in university curricula. We describe how our use of the visual method of storyboarding facilitated insight into generativity in participatory educational research. Building on an earlier concept of generativity...