What Is Educational Inquiry?
What is educational inquiry?
Educators and scholars draw upon data from many sources and on different subjects to illuminate current issues and trends in educational institutions. These subjects may include data from demography, health, education, culture and environment as well as government institutions and national databases. Educators and scholars use various research methods to collect, analyse and critique their findings to support or refute the topic of inquiry they are undertaking. Many researchers will commonly use the published data of others in the same manor to reinforce/support or counter argue their standing in a subject area.
Three articles have been chosen to critique in order to demonstrate various research methodologies, the analysis of the data sets involved and the findings of the research. The chosen articles are:
“Class Size and Teacher Quality” by Jennifer Buckingham (2003)
“Whatever happened to play time?” by John Evans (2007)
“Early childhood teachers: Roles and relationships”, by Anne B. Smith, Bruce W. McMillan, Shelley Kennedy & Brenda Ratcliff (1992)
Through these articles analysis of validity and bias will be explored as well as the strengths and weaknesses, on the premiss of answering the question of ‘What is educational inquiry?’
Class Size and Teacher Quality (Buckingham. 2003)
Buckingham (2003) conducts a critical appraisal of the research methods and findings of an independent inquiry compiled for the NSW Teachers Federation on the topic of Class Size and Teacher Quality.
Mesotheory would be considered as a paradigm for this article as it relates to one system, however it is still broad enough not to fit into the category of microtheory due to the size of the institution that it was compiled for (Babbie, E. 2011). Buckingham (2003) has employed a deductive theory to critique the original article, as she has specified the topic as being the effects of class size and teacher quality on student outcomes, as well as
Educators and scholars draw upon data from many sources and on different subjects to illuminate current issues and trends in educational institutions. These subjects may include data from demography, health, education, culture and environment as well as government institutions and national databases. Educators and scholars use various research methods to collect, analyse and critique their findings to support or refute the topic of inquiry they are undertaking. Many researchers will commonly use the published data of others in the same manor to reinforce/support or counter argue their standing in a subject area.
Three articles have been chosen to critique in order to demonstrate various research methodologies, the analysis of the data sets involved and the findings of the research. The chosen articles are:
“Class Size and Teacher Quality” by Jennifer Buckingham (2003)
“Whatever happened to play time?” by John Evans (2007)
“Early childhood teachers: Roles and relationships”, by Anne B. Smith, Bruce W. McMillan, Shelley Kennedy & Brenda Ratcliff (1992)
Through these articles analysis of validity and bias will be explored as well as the strengths and weaknesses, on the premiss of answering the question of ‘What is educational inquiry?’
Class Size and Teacher Quality (Buckingham. 2003)
Buckingham (2003) conducts a critical appraisal of the research methods and findings of an independent inquiry compiled for the NSW Teachers Federation on the topic of Class Size and Teacher Quality.
Mesotheory would be considered as a paradigm for this article as it relates to one system, however it is still broad enough not to fit into the category of microtheory due to the size of the institution that it was compiled for (Babbie, E. 2011). Buckingham (2003) has employed a deductive theory to critique the original article, as she has specified the topic as being the effects of class size and teacher quality on student outcomes, as well as