According to Gajendra and Kanka (2005, p.2) “Educational research refers to both the collection and analysis of information on the world of education”. The Aims and objectives of educational research can be to “improve practice”, which may be suggestions that arise from current research. It can also help “add knowledge” which may be adding information to existing knowledge or adding to other research projects. Research can “address gaps in knowledge”, this means highlighting areas absent or which lack from other research projects. Educational research can also “expand knowledge”, this can be finding out new information or improving, existing knowledge, this knowledge can also be “replicated”, repeating previous research to certify it. Finally educational research can “add voices of individuals to knowledge”, this is important to gain the views and opinions of people within a research area in order to “understand issues within their own concept” (Creswell 2002, in Chaudhary 2013, p.2). There are two types of research, the first qualitative; an in-depth broad investigation, detailed analysis looking at opinions, the data collected will be rich, and will have understandings. This, according to Bell (2010, p.5) is “concerned to understand individuals perceptions of the world” Methods, which provide this type of data, include; interviews, observations as well as focus groups. The advantages of using Qualitative methods such as those listed previously is that they can produce “an extensive base of knowledge” to complex areas of research (Ulin et el. 2005, p.9) such as children’s behavior in school. Another advantage is it will often take place in a natural environment, thus making participants more likely to be more truthful and ther... ... middle of paper ... ... State university of New York press. Church, C. and Rogers,M,M. (2006) Designing for results. Washington: Search for common ground. Gajendra,K,V. and Kanka,M. (2005) Researching education perspectives and techniques. 3rd ed. London: Falmer press. Jambor,T. and Gils,V,J. (ed) (2007) Several Perspectives on Children's Play. London: Garant publishers. Katsirikou,A. and Skiadas,H,C. (ed)(2009) Qualitative and Quantitative Methods in Libraries: Theory and Applications. London: World scientific publishing. Rubin,A. and Babbie,E. (2010) Essential Research Methods for Social Work. 2nd ed. Belmont: Brooks/Cole. Ulin,R.P., Robinson,E.T.,Tolle,E.E. (2005) Qualitative Methods in Public Health: A Field Guide for Applied Research. San Francisco: Family health international. in Humanities a Wellhousen, K. (2002) Innovative play concepts for early childhood. Canada: Delmar.
Cohen, L., Morrison, K. and Manion, L. (2011) Research Methods in Education. 7th ed. London: Routledge.
The type of data collection for a qualitative research study depends on the research design. The qualitative design itself originates out of the disciplines and flow throughout the process of research (Creswell, 2014). Creswell (2014) recommends narrative, phenomenology, ethnography, case study, and grounded theory as common qualitative research methods. These were recommended because of they are popular across the social and health and science research studies. Hays and Woods (2011) asserted that selecting a research tradition congruent with one's research orientation and study purpose, and at the same time, infusing it in all phases of qualitative inquiry, is one of the key criterions for trustworthiness of the research results. Hays and Woods (2011) recommends six qualitative research traditions, including ground theory, phenomenology, consensual qualitative research, ethnography, narratology, and participative action research. Indeed, while there are additional qualitative research methods available, scholars have identified these six qualitative traditions consistently or identified them as emerging and common methods of qualitative research (Hays & Woods, 2011).
In addition, the researcher brings, to the research, personal and informal views and theories (McNamara, 2002).
A major question that is continuously being researched and observed is whether children’s play is beneficial to children’s development. While many scientists have proved that play is, in fact, helpful in the development of children, I want to research how the different types of play affect children’s development, specifically children that are transitioning from late infancy to toddlerhood. The four different types of play that I will focus on observing is exploratory and manipulative play, functional or relational play, social play routines and pretend play. Furthermore, I would observe the children’s agency during their play and the social structures that can prevent children from playing, thus, resulting in lack of development.
For my first activity with the child I have chosen outdoor play. I’ve chosen this because it really focuses on most aspects of development. After researching outdoor play, I still agree with my decision, this is due to research saying that it is very good for the child. In addition to this, it’s a form of physical play which I think will really help the child’s development.
According to Smith (1983) quantitative research is to explain, predict and develop laws that can be universally applied and Qualitative research is the interpretation and understanding of what people give to their situation. The researchers clearly stated the purpose of their studies, aim, objectiv...
It delivers information around the “human” cross of an issue – that is, the frequently contradictory performances, beliefs, opinions, feelings, and relationships of persons. Qualitative approaches are also effective in classifying intangible factors, such as communal norms, socioeconomic rank, gender roles, civilization, and religion, whose character in the investigation issue may not be willingly apparent. When rummage-sale along with measurable methods, qualitative investigation can help us to understand and better understand the multifaceted reality of a given state and the implications of quantitative data. Although findings from qualitative data can often be extended to persons with characteristics alike to those in the study populace, gaining a rich and multifaceted understanding of an exact social context or wonder typically takes precedence over provoking data that can be sweeping to other terrestrial areas or populations. In this intelligence, qualitative investigation differs slightly from systematic research in
When conducting research one of the most important parts of the process is the documentation that is kept when doing such research. Along with all the testing, sampling, and data collections, researchers should be responsible to create a research report for every study completed. This documentation is kept in the records and archives of the research facility or sponsor, for journaling and publishing. These reports can later be used by consumers, students, teachers, and any other interested party that is in need of the findings. The following paper will discuss and describe the stages of research for the qualitative, quantitative, and mixed methods research methods.
This definition has three primary components that are essential to understanding the nature of qualitative research. The first component is that qualitative is interpretive. Qualitative data consists of words, pictures, clothing, documents, or other non-numerical information. During and after the data is collected, the research continually attempts to understand the data from the participant’s subjective perspective. The most important task of the qualitative researcher is to understand the insiders view then the researcher takes of objective outsider and relates the interpretive subjective data to the research purpose and research questions. In qualitative research, the research questions are allowed to evolve, or possibly change during the study because qualitative research is usually focused on exploring phenomena; consequently, quantitative typically does not allow the change of that sort because the focus is on hypothesis testing. Qualitative is useful for understanding and describing local situations in theory and for theory generation; in contrast, quantitative research tends to be more useful for hypothesized testing. The second component of qualitative research is multimethod. This means that a variety of methods are used to collect data. Data collecting methods include the personal experience, introspective analysis, and individual’s life story, interview with individuals, written document, photographs and historical information. Qualitative research uses several of these data collecting methods to try and get the best description of an event for the meaning it has for the individuals being studied. The use of several methods is referred to as triangulation because it is believed that the use of several methods provides a better understanding of the phenomena being
Research aims at establishing new information. It is a systematic approach of collecting and interpreting information aimed at improving the knowledge base (Suanders et al: 2009, p 5). Research strategy implies a broad orientation as to how to conduct any research. According to Creswell 2004(cited in Duffy & Chenail: 2008), research could be classified into quantitative research and qualitative research. At its simplest form, the former transforms human encounters into numbers while the latter transforms such experiences into words.
Hoff, T. J. (2011). Toward a culture of qualitative thinking in health services research. Medical
Children develop normally when they are exposed to different types of play that allow them to express themselves while using their imaginations and being physically active. According to the Center for Health Education, Training and Nutrition Awareness, “Play is child’s work”; this is true because it is a child’s job to learn and develop in their first few years of life, in order for them to do this, they play. Not only is playing a child’s full time job, the United Nations High Commission for Human Rights listed play as a right of every child. Through their full time job of play, the children develop emotionally, socially, physically, and creatively. Children need to participate in child-led play in order to facilitate healthy development of their minds, body, and creativity.
Research can be defined as collecting data, information, and facts to gain knowledge. Research can be used as a tool to engage an efficient approach to one’s practice and provide them with effective data to make changes based on what he or she may have learned from the research. By conducting research, school administrators gain knowledge about not only their practice but their staff members, students, and district. Thus providing the administrator the abil-ity to make more effective decisions that can bring more success to the school or school district. When conducting research, one may decide to traditional research or action research. This paper will address the differences between action research and traditional research regarding their use in an educational environment, as well provide explanations and examples to delineate their uses in an education setting.
Research is systematic way to find out facts and knowledge as Kothari (2006) has analyzed that research is the pursuit of truth with the help of study, observation, comparison and experiment; the search for knowledge through objective and systematic method of finding solutions to a problem. However there are two types of researches one is by Purpose and other is by method. The type by purpose falls into three categorize such as Basic, Applied and Action Research.
Research philosophy, refers to the development of knowledge adopted by the researchers in their research (Saunders, Lewis and Thornhill, 2009). In other words, it is the theory that used to direct the researcher for conducting the procedure of research design, research strategy, questionnaire design and sampling (Malhotra, 2009). It is very important to have a clear understanding of the research philosophy so that we could examine the assumptions about the way we view the world, which are contained in the research philosophy we choose, knowing that whether they are appropriate or not (Saunders, Lewis and Thornhill, 2009). According to Saunders, Lewis and Thornhill (2009), three major ways of thinking about research philosophy are examined: ontology, epistemology and axiology. Each of them carries significant differences which will have an impact on the way we consider the research procedures. Ontology, “is concerned with nature of reality”, while epistemology “concerns what constitutes acceptable knowledge in a field of study and axiology “studies judgements about value” (Saunders, Lewis and Thornhill, 2009, p110, p112, p116). This study is intent on creating some “facts” from objective evaluations which are made by the subjects. Therefore, epistemology will be chosen for this study as the way of thinking about the research philosophy.