A Beginner's Guide to Applied Educational Research Using Thematic Analysis

Autor/in	Peel, Karen L.
Titel	A Beginner's Guide to Applied Educational Research Using Thematic Analysis
Quelle	In: Practical Assessment, Research & Evaluation, 25 (2020), Artikel 2 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-7714
Schlagwörter	Educational Research; Content Analysis; Research Methodology; Data Collection; Data Analysis; Data Interpretation; Novices; Researchers + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Inhaltsanalyse; Research method; Forschungsmethode; Data capture; Datensammlung; Auswertung; Data evaluation; Datenauswertung; Researcher; Forscher
Abstract	Interest in applied educational research methodology is growing as educators and researchers strive to seek empirical evidence about what is effective teaching within distinctive contexts. However, for beginner researchers who are interested in conducting case studies within educational settings and are looking for an appropriate starting point, there is limited literature that shapes comprehensively the theory and application of a rigorous research design. This article outlines the theoretical foundation, philosophical assumptions and application of a research design suitable for implementation in educational settings. For researchers and educators pursuing a case study approach within a specific context, an inquiry framework provides the roadmap to navigate the journey. The main components of this systematic inquiry framework include the interconnected practices for: identifying the issue; collecting the data; preparing and engaging with the data; analysing thematically the data; interpreting the data analysis; and composing the research findings and generalisations. Throughout the discussion, examples are drawn from a case study to illustrate how the innovative design and the six-stage qualitative data collection and thematic analysis were implemented to investigate the prevalent roles that teachers play in generating environments for self-regulated learning. Finally, research design considerations are discussed to reflect high standards of ethical practice for reporting research findings and interpretations that can be trusted and contribute practically, theoretically and methodologically to educational research. (As Provided).
Anmerkungen	Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail: pare@umass.edu; Tel: 413-577-2180; Web site: https://scholarworks.umass.edu/pare
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01