Social Science regarding educational
Course 605
After reading chapter seven and understanding philosophies of Social Science regarding educational research, what do you think about the following questions:
1-Should teachers be urged to use research?
2-Is there an alternative that is preferrable from a professional perspective?
Example for my friend’s discussion
First student
Should teachers be urged to use research?
Research is identified as a systematic process of investigations. Research is part of every field. It is intended to solve problems, draw conclusions, and discover new knowledge that improves understanding and… etc. In regard to educational research, it is important for teachers to use research to improve their classrooms environment and solve problems they encounter on daily basis. Moreover, to be tuned and updated with new changes in education, such as curricula, teaching methods…etc.
They are different paradigms to educational research: quantitative, qualitative and mixed research. Each approach has its aim for use. For instance, qualitative research is best suited with situations concerning human development and real world phenomena. However, in Saudi Arabia where I came from, not every teacher is familiar with research approaches and concepts due to shortcoming in curricula. Teachers do not know the basic of research, which I believe is a requirement for graduation. One important benefit of research is lit review, which means look at what others did and try to apply them to our situations
2-Is there an alternative that is preferable from a professional perspective?
I think there is not an alternative to research. However, teachers have to take into account how reliable and valid their research is. Research is best conducted by those who more experienced with it. Also, the whole educational system in a school should be with agreement with research and encourage teachers to do so.
Second student
Educational research is an array of methods in which teaching practitioners or individuals evaluate and assess educational aspects; student learning, teaching methods, teacher training and emerging issues in teaching practice. It also sufficing to note that, educational research is contextualized in two approaches. One, basic approach that makes a focus on development on educational theory. Two, applied approach that predominant dwells on solving existing educational problems. (Creswell, 2012)
In the 21st century educational research, is indispensable in teaching practice.in the recent past technological advancement has been rapid and profound implications have emerged. Research on the dynamic of ICT on educational enables teachers to draw curriculum that reflects this changes. To nurture the efficient novel ICT methods as well as deterring those have drawback effects on education delivery. Of important to educational research, is that it helps teachers to improve teaching and learning. Well-equipped teacher in terms information, can confortable make decision on adoption of new curriculum, new teaching strategies, administrative and pedagogical choices. Also to mention is that, research in education is a tool for planning and policy making. Research finding s in teaching trends, pupils performance and motivation on teachers can help the school principal and senior teachers to plan, mitigate and implement policy that increase quality teaching delivery. The overall benefits of research to teachers are enabling them to transfer of knowledge in quality and accurately to the pupils. (Watson, Beswick, & Brown, 2012)
Continuous education through organized seminars, conferences and workshops is other preferred ways of acquisition of new ideas in learning process. Brainstorming and sharing experiences in seminars is deemed by many teachers less technical and at same time as way of upholding their profession .the setback of information gotten from this conferences and seminars may not strictly follow the technical modalities of educational research, thus may not be conclusively right.
Third student
Top of Form
Total views: 30 (Your views: 1)
This particular chapter was quite intriguing as I struggle myself with the debate between quantitative versus qualitative research and data.
To answer question number 1, Yes — I do believe that teachers are to be urged, perhaps required, to use research. We live in a data driven society. Despite the ‘clash’ between debates over the validity of educational research, I strongly believe that research and data provide valuable information for teachers. For example, as a classroom teacher, one relies on feedback from students in the form of discussions, Q&A, test scores, etc… in order to modify and improve their own instruction. All of that is based upon data. Research also provides insight on a larger scale. However, given that educators work to develop human resources ( productive adults), we must rely upon both quantitative (black and white numbers) as well as quantitative (social impacts and personal perceptions) in order to effectively meet the needs of all children.
In my opinion, a reasonable alternative is to combine the two approaches. Children do not operate as raw data. They are much more complicated, and evaluating progress is much more deeply involved than scoring a test. Having started my career as a high school math teacher, I deeply value the data that is produced through quantitative research. On the other hand, working with children includes so many societal layers, that qualitative data is also needed.
Bottom of Form
Forth student
Given my background in experimental psychology, and my role in the Office of Institutional Research, Planning and Assessment, Chapter 7 was right up my alley! The question that has been posed is whether teachers should be urged to use research. In short, my answer would be yes; however, that ‘yes’ comes with conditions. I think it is very important for educators to engage in continuous improvement. One way to facilitate this continuous improvement is to stay informed of the research in their content area and/or grade level (e.g., new theories of learning, new instructional strategies). If we do not regularly question our own practices, it will be very easy to end up stagnant and complacent. As I have learned about best practices in higher education, I have reviewed my first-year seminar curriculum for ways that I might incorporate those practices. As a society, we expect other professions to keep up with current trends. For example, I really hope my doctors are keeping up with new developments in the medical fields so that they can treat my conditions in a more knowledgeable way. The same goes for lawyers (keeping up with new rulings/cases) and other professionals. In light of this, is there a good reason why we would exclude educators from keeping up with current trends? Yet at the same time, I would encourage educators to read the current research with a critical eye. They should evaluate any findings through the lens of the students being served in their classrooms. Just because strategy X increases learning in a sample of students at another location, does not mean that it will be a good fit for your classroom. If the research findings have merit for an educator’s classroom, he/she should try to use those findings for the betterment of his/her teaching practice and for the students.
The other question posed was whether there are preferable alternatives. To answer this question, I would say yes and no. I am not sure that there are “preferable” alternatives (that is subjective to the educator), but there are alternatives to pure scientific research. Having learned about action research, I am now a big fan. Action research may be a way for educators to both tailor their inquiry towards their own students as well as a way to generate results that have immediate utility. Noddings provided a discussion regarding the debate between quantitative and qualitative research. The statement was made, “it may well be that one mode of research is better designed for a particular purpose than the other, or it could be that both modes are useful to both groups in different ways” (p. 142). I would extend this discussion beyond just the qualitative/quantitative divide and suggest that different types of research (scientific, action, etc.) have an appropriate place, all of which could inform a teacher’s practice.
9
bf
5
c
5
e
6
–
8971
–
429
a
–
be
3
a
–
7
e
7
cac
2
f
579
b
false
