Doing Work Based Research: Approaches to Enquiry for
                    Insider-Researchers

Costley, Carol; Elliott, Geoffrey; Gibbs, Paul

doi:10.4135/9781446287880

Cited by 150 publications

(116 citation statements)

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“…Furthermore, to balance the potential for bias arising from possible vested interest in certain results being achieved, data analysis was reviewed and validated by others on the mutli-professional research team (Keeney et al, 2010). The inherent limitations of insider research are balanced by the insider's familiarity with the practical issues needing to be addressed in order to progress with practice innovation in local and wider professional contexts (Costley et al, 2010), a dynamic which pragmatically focused this project at all stages.…”

Section: Discussionmentioning

confidence: 99%

Standards for midwife practitioners of external cephalic version: A Delphi study

Walker¹,

Perilakalathil²,

Moore³

et al. 2015

Midwifery

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Section: Discussionmentioning

confidence: 99%

Standards for midwife practitioners of external cephalic version: A Delphi study

Walker¹,

Perilakalathil²,

Moore³

et al. 2015

Midwifery

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“…Interpretivist researchers seek to describe and understand socially constructed realities. They commonly aim to generate socially relative knowledge about some social phenomenon, and often proceed by interpreting experience and observation using languagebased methods (Butler-Kisber, 2010;Costley, Elliott, and Gibbs, 2010;Ozuem, Howell, and Lancaster, 2008).The interpretative perspective fits in with my view of the world and the way in which the level of classroom questioning is contextually bounded in a complex learning environment (in this case, college). Mason (1996) argues that all qualitative research should be formulated around a particular strategy.…”

Section: Methodology and Methodsmentioning

confidence: 99%

Questioning: a path to student learning experience

Ozuem

Lancaster

2015

Education + Training

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DisclaimerThe University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights.The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. 1 QUESTIONING: A PATH TO STUDENT'S LEARNING EXPERIENCEWilson Ozuem* and Geoff Lancaster** University of Gloucestershire, UK* and London School of Commerce** ABSTRACTQuestioning and dialogue provide a framework for sharing educational objectives with students and for charting their progress. However, such an approach can generate feedback information that can be used by students to enhance learning and achievement. Moreover, the feedback generated from good 'questioning and dialogue' could help tutors realign their teaching in response to the needs of learners. Organisations or institutions of learning, which integrate productive questioning and dialogue as part of their classroom practices and commitments to students, provide enhanced meaningful connections between what their students are studying and the relevance both their thinking and their knowledge has in comprehending life issues and solving problems. Drawing on qualitative research perspectives, and adopting an embedded case study strategy, this paper aims to address the following foreshadowed questions: What are the connections between good questioning and student learning and achievement? What conscious knowledge and beliefs do tutors hold about productive questioning in their classes? The study findings indicated that Learners need to be motivated to ask questions and encouraged to get involved in discussions. Tutors should consider 'think-pair share strategy' in their classroom delivery.

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“…This approach allows us to gain a deeper interpretation/understanding surrounding the multiple individual perceptions of the sample group, acknowledging and emphasising the importance of the researcher as part of the interpretation, rather than as an objective bystander, whilst analysing the multiplicity of each individual's voice. Participant narratives are recorded, documented and thematically analysed to identify both common and unique insights (Costley et al, 2013;Smith et al, 2009). …”

Section: Research Question Methodology and Samplingmentioning

confidence: 99%

Development Assessment Centres: Practice Implications Arising from Exploring the Participant Voice

Turner¹,

Nicholl²

2016

IJHRDPPR

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This qualitative phenomenological study explores the short-to-medium term personal impact of Development Assessment Centres on UK healthcare managers. The study identified overarching themes relating to personal performance impact, enabling and disabling factors in Centre design, trauma and safety implications, and behavioural adaptation. Practice implications arising focused upon three key areas. Firstly, Centre design should equally enable both introverts and extraverts and provide conscious consideration toward behavioural adaptation amongst participants. Secondly, there is a need for adequate follow-up support to enable participants to continue to learn from their experience, whilst also mitigating any potential risk toward long-term trauma caused by such deeply personal experiences. Finally, where assessment and reward form an output from any Centre, judgement should be limited until a thorough de-brief has been undertaken with the participant to explore causal behavioural responses, as opposed to basing decisions on observed behaviour alone.

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Doing Work Based Research: Approaches to Enquiry for Insider-Researchers

Cited by 150 publications

References 0 publications

Standards for midwife practitioners of external cephalic version: A Delphi study

Standards for midwife practitioners of external cephalic version: A Delphi study

Questioning: a path to student learning experience

Development Assessment Centres: Practice Implications Arising from Exploring the Participant Voice

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