Morrison 2007: What do we mean by educational research?

This second chapter of Coleman & Briggs’ Research Methods in Educational Leadership & Management is essentially a warning about practitioner researchers crashing in and trampling all over deeply rooted research traditions with their big, clumsy, uneducated feet. I definitely felt it was speaking directly to/about people like me. But it raised some interesting issues. The idea of objectivity being a paradox, for example – ‘objectivity’ in itself being a value-laden position. If *everything* is value-laden and everything is controversial, then – assuming there is a point to do so – is it actually possible to succeed in a ‘curiosity-driven quest’ for a ‘higher understanding of educational phenomena’?

Morrison is right, I haven’t – until now – really taken the time to consider the importance of paradigms. I suspected it was something to do with taking on a particular role in order to get the kind of conclusions that are needed, a bit like Edward de Bono and his hats. I misread the MacKenzie quote (p18) at first. I thought it said ‘research is embedded in a charming vortex of constructive and destructive tensions…’ [wishful thinking…?] I still don’t truly understand epistemology and ontology – I thought I did but now I’m not sure. Is ‘reality’ the same thing as ‘our sense of being’? Maybe I’m assuming ‘reality’ is the same thing as ‘absolute truth’. Or maybe this whole chapter is a cunning ploy by the authors to put off simple, would-be practitioner researchers…

Suspending my confusion for a moment… it makes sense (just) that the range of perceptions about the nature of reality (ontology) will affect how we can know stuff (epistemology), which in turn influences the methods we use to gain knowledge (methodology). And, broadly speaking,  I ‘get’ the idea about paradigms/epistemes/traditions. What I don’t fully understand at the moment is whether researchers tend to/should stick to one belief/assumption system, or chop and change and blend depending on the context or situation. I got a sense from the earlier sections of the chapter that you’re supposed to stick to one, and if you don’t then it means you don’t know yourself properly yet. But the concluding sections – about combining approaches and mixing methods – seem to present a more pragmatic stance where ‘best fits’ and ‘opportunities’ of a range of methods and approaches are valued – with a health warning, because, of course, combination requires a broader skill base and greater resources, and its value is – like everything else – contestable, as different approaches stem from different epistemological positions.

Positivism and Interpretivism – broadly speaking – I feel relatively happy with. I think I have a pretty good understanding of these paradigms – well, as good an understanding as one could have without ever really consciously acting within them, and given – like everything else – their contested nature.

When it comes to the varying approaches to the use of data, however, it’s difficult not to feel overwhelmed. Phenomenology, Ethnomethodology, Symbolic interactionism, Naturalism, Ethogenics… these categories aren’t like colours; distinctive but similar in their scope and their capacity to blend with others. They overlap with others in complex and uncertain ways; unsurprisingly because they have all – presumably – been constructed by different people with different perspectives and agendas. I suspect now,  in Week 1, is not the time for me to try to fully understand these different approaches, or expect to feel comfortable with them.

Morrison 2007 The digested read… (in 140 characters):

Research is probably too hard for practitioner researchers to do properly. I could try to explain it to you or try to put you off. Or both.

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First workshop: Researching the Real World

image: nutri-grain bar

Breakfast 🙁

I confess… I wasn’t in the mood for learning anything on the first morning of the EdD. I was hungry after a long run, and an insubstantial, sickly-sweet breakfast had left me feeling on the verge of tears and ready to hit someone. It prompted me to think about my own students and what random trials and tribulations might be stealing their focus away from learning…

…after a couple of hours I managed to calm down a bit and focus on the topic at hand, which was “what constitutes ‘research data'”. I do a similar topic with my own students on the Teaching Development Project unit but rather than telling them the answer I hand out a couple of examples and get them to highlight everything they think counts as ‘data’. Yes, it’s supposedly more pedagogically sound than listing things on a PowerPoint, but it is quite paper-intensive, and finding a couple of really good examples can be difficult (I try to avoid using mediocre examples in my teaching activities unless the point of the activity is to find/correct the flaws). Graham’s slides were pretty efficient. Interestingly, apologies for the use of text-based PowerPoint was a running theme of the day. Now, we’re doctoral students – we can handle a few bullet points – but if people genuinely feel a different approach would be more effective then what’s stopping you, eh? 😉

I really liked these four questions about planning for data collection – they’re a bit more concise – and they go a bit further – than the prompts I give my TDP students:

  • What do I need to know & why?
  • What’s the best way to find this out?
  • What will the data look like?
  • When I have the data what will I do with it?

I was curious at this point about the contexts in which one would include an explicit justification of one’s data collection methods, as it’s not something you commonly find in research papers. I realised that I don’t give this aspect of research planning much weight on the TDP unit, primarily because it’s an intervention-based small-scale action research project and once they’ve justified their method in terms of the actual teaching intervention they don’t have much space left to rationalise their choices regarding the collection and use of evaluative data. However, this year I introduced a light-touch Ethics Approval process into the project schedule, which was really useful for getting swift remedial feedback to those who were about to hit their students with the wrong kind of questions. I think I can build on this to ensure that everyone is giving due consideration at an early stage to these aspects of their project design.

[For future reference… when I come to do my own thesis, I am supposed to sow the seeds to rationalise the methods used in the intro chapter where I set out who I am, why I’m doing this research and from what stance, and then refer back to that in the methodology section.]

Other useful bits and pieces from this session included a slide on the 9 steps of research design, and a simple table comparing quantitative and qualitative research. Either column would make a good checklist for proposal-writing.

This session also helped me to appreciate that I actually *did* learn something from the Research Methods in Education unit on the MA (the one where I just picked the easiest-sounding essay title, like the strategic learner I was back then). I think writing a long essay on validity, reliability and triangulation might have enhanced my understanding of what questions will get you the information you need… or this might have just come from years of carefully constructing student feedback questionnaires. Who knows. It probably didn’t do any harm 😉

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My shiny new blog…

…to support my shiny new doctoral studies at Oxford Brookes. I chose a map of the city as the header image because ‘space and place’ was an important factor for me in deciding where to study. As well as Brookes having a great reputation for learning and teaching (and learning & teaching research), I’m hoping that making the two-hour journey every few weeks for a full day of face-to-face workshops will force me to set aside time and space for my studies, and the sense of ‘eventedness’ (got that word from Dave White) will help to motivate me. I’ve been thinking a lot recently about the role of inflexibility in helping people to achieve their goals and I think that having immoveable events and deadlines to work towards is going to be what carries me to the end of this five year road. I’m no more disciplined than the average person and I know that to succeed at this I need to create structures around myself; in a sense, to be an architect of my own behaviour.

With a noticeable nod to Arnold Rimmer*, I’ve created a multicoloured study plan for the period up until the next workshop, blocking out between 4 and 7 hours a week to cover the essential reading and get reflective notes up on the blog. One of the things that detracted from my enjoyment of my Masters degree was that I didn’t have a realistic plan. I just put everything off and felt guilty the whole time. This schedule should help me to get into the habit of doing a little, often, and enjoying my downtime.

I found blogging really helped my learning back in 2009 when I was working on assesslog.edublogs.org; hopefully I’ll get back into the swing of it quickly – writing this first post has made me realise the extent to which I’ve got out of practice; over-thinking what I write, etc.! The timing is ideal as my own students (67 of them) have just started their blogs for the Learning & Teaching in Art & Design unit. A little empathy goes a long way…

*not his educational achievements, just his initial planning processes :-/

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