Messy method: the unfolding story

Mellor, Nigel

doi:10.1080/09650790100200166

Cited by 48 publications

(30 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participating teachers may vary in instructional effectiveness and fidelity to the experimental methods. Additionally, classroom-based research takes place in "real time," and researchers must contend with constraints such as limited time for teacher training and frequent interruptions to the school schedule (Baumann, 1997;Mellor, 2001). …”

Section: Classroom-based Researchmentioning

confidence: 99%

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

Lubliner

Smetana

2005

Journal of Literacy Research

View full text Add to dashboard Cite

This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying strategies, and executive control of strategies that maximize word-learning proficiency. Strong gains in reading comprehension and vocabulary achievement and increased metacognitive skills were documented following the 12-week vocabulary intervention. Comparisons of Title I students' scores and those of students in an above-average-performing school revealed large, significant differences before the intervention and small, nonsignificant differences following the intervention, suggesting a narrowing of the achievement gap.

show abstract

Section: Classroom-based Researchmentioning

confidence: 99%

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

Lubliner

Smetana

2005

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…This approach is consistent with mixed methodology frameworks such as Developmental Intervention Research [36] and Action Research [37]. This stance also points us to the importance of considering both formative and summative evaluation of our interventions [38].…”

Section: Emergent Processmentioning

confidence: 87%

Developing a research framework to inform an evidence base for person-centered medicine: keeping the person at the centre

Reid¹

2013

EJPCH

View full text Add to dashboard Cite

Abstract:Person-centered medicine exists at the intersect of science and humanism and has the dual goals of relational and evidence-based practice. In the operationalization of humanistic medicine then, the development of a sympathetic and facilitative research framework is a priority. The personcentric research framework is proffered as one such model and will be described in this paper with a view to eliciting discussion about the essential qualities of a person-centered approach to evidence generation. This framework has been emergent from the clinical practice of the author, and builds upon other pioneering work in this field. It is operationalized as a practitionerinformed philosophy of the conceptualisation, practice and interpretation of research. Evidence-based practice is a prerequisite for all medical and allied health disciplines. The person-centered community has to date, spoken to this requirement in one of two ways [4]: (i) establishing the efficacy and equivalence of person-centered approaches by adopting comparable positivistic research methodologies [1,2]; and (ii) using non-traditional methodologies, largely qualitative, in a bid to move beyond the question of equivalence and toward an exploration of exactly what elements or qualities of the person-centered approach are effective in supporting positive patient outcomes [3]. Both approaches have made substantial contributions to the evidence-base -the former approach affords credibility beyond the person-centered community while the latter generally feels more aligned with the philosophy of person-centered practice. However, both approaches are somewhat slavish in their commitment to one particular type of research methodology, each with their own limitations. Ideally, choice of research methodology should follow from the identification of a question and a philosophically driven consideration of how best to answer that question. At this juncture it seems apposite to reflect on what research values might support or undermine an evidence-base for person-centered practice with a view to developing a philosophical or values-driven model for person-centered research. The current paper acknowledges the genesis of person-centered research as belonging with Rogers and aims to present a conceptual and pragmatic synthesis of the subsequent history of person-centered research to afford a sound base on which this conversation can progress. A historical perspectiveIn medical and allied health spheres, the development of an evidence-base currently relies heavily on the adoption of positivistic scientific methods from the physical sciences in an effort to remove human error variance from the equation. Removing human error variance however, poses a problem for practitioners in the human sciences as it inherently distances research from the daily realities of clinical practice [3]. There is often a disjuncture, for example, between treatment studies using methodologies such as randomised control trials (RCT's) (usually considered the gold standard research metho...

show abstract

“…Practitioner research, in general, and self-study, more specifically, is a messy process (Mellor, 2001). Although we present the following research report as a linear progression of neatly planned events, this is a false representation of what actually occurred.…”

Section: Discussionmentioning

confidence: 99%

Easing Into the Academy: Using Technology to Foster Cross-Institutional Critical Friendships

Flessner

Horwitz

2012

The New Educator

View full text Add to dashboard Cite

Messy method: the unfolding story

Cited by 48 publications

References 34 publications

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

Developing a research framework to inform an evidence base for person-centered medicine: keeping the person at the centre

Easing Into the Academy: Using Technology to Foster Cross-Institutional Critical Friendships

Contact Info

Product

Resources

About