Pragmatic research methodology in education: possibilities and pitfalls

Clarke, Emma; Visser, John

doi:10.1080/1743727x.2018.1524866

Cited by 24 publications

(16 citation statements)

References 70 publications

(107 reference statements)

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“…The attention of the scientific community is focused on different aspects of pedagogical (educational) research. Various articles are devoted to describing and analyzing specific research strategies and types of methodology: pragmatic research methodology (Clarke & Visser, 2019), photovoice methodology (Manasia, 2016), methodological triangulation (Sánchez-Gómez, Iglesias-Rodriguez, & Martin-Garcia, 2016), etc. More and more scientists advocate the interdisciplinary research methodology (Clark et al, 2017;Knewstubb & Howard, 2017).…”

Section: Problem Statementmentioning

confidence: 99%

Post-Non-Classical Pedagogical Research Strategies

Seviaryn¹,

Saidzi²,

Kukushkina³

2020

European Proceedings of Social and Behavioural Sciences

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Section: Problem Statementmentioning

confidence: 99%

Post-Non-Classical Pedagogical Research Strategies

Seviaryn¹,

Saidzi²,

Kukushkina³

2020

European Proceedings of Social and Behavioural Sciences

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“…Under a pragmatic research umbrella it is possible to combine several different approaches and methodologies (Caelli, Ray and Mill, ) and this pluralist perspective was able to limit some of the issues concomitant with discrete methodologies (Onwuegbuzie and Leech, ). In this research, pragmatism was used to connect the constructivist and feminist epistemological perspective with data collection techniques that enabled a focus on hearing and maintaining the participants’ voice, and their understanding of the tensions they experienced (for a more detailed consideration see: Clarke and Visser, ; Clarke, ).…”

Section: Research Projectmentioning

confidence: 99%

Teaching assistants managing behaviour – who knows how they do it? Agency is the answer

Clarke

Visser

2019

Support for Learning

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This article revisits a previous publication which questioned howTeaching Assistants (TAs) manage behaviour in mainstream English primary schools (Clarke and Visser, 2016). That paper highlighted the lack of specific research in the area and noted, that despite increases in research on TAs work, there remained a lack of understanding in relation to how TAs supported children's non-academic or 'soft skills'. Following on from that, this article details the findings of a doctoral research project that investigated factors that constrained and supported TAs' management of behaviour. Using the findings from that research, this article offers answers to the to the question I outlined in the previous publication 'Teaching Assistants managing behaviour -who knows how they do it?' (Clarke and Visser, 2016). Concepts including TAs' understanding of their 'place', the impact of agency and how consistency in a range of areas influenced the agency TAs experienced in managing behaviour will be discussed.This reflected Mansaray's (2006) assertion that TAs' 'surveillance function is implicitly assumed' -by both TAs and teachers. It can be argued that the range of roles TAs fulfil, even when not unequivocally associated with managing behaviour, often encompass aspects of it. This makes understanding how TAs engage with the role and how they can be facilitated in managing behaviour an important consideration.

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“…In particular, Seviaryn (2020) notes that the metaparadigm sets a "paradigm context", a general mental, cultural and conceptual environment in which scientific research unfolds and new scientific knowledge is generated. Scientists focus on the variety of methodological tools, the lack of rigid methodological algorithms and criteria, the variability of research strategies, openness, interdisciplinarity and potential polyparadigmality of the humanities (pedagogical) sciences (Bermus, 2018;Clark et al, 2017;Clarke et al, 2019;Gómez Galán, 2018;Karpov, 2013;Knewstubb & Howard, 2017;Mercieca & Mercieca, 2013;Porus, 2010), on multifunctional paradigms, which are considered both as a normativeepistemological model of education research, and as an ontological model, i.e., a model of educational reality (Kolesnikova, 2019;Verbitsky, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Paradigm Space Of Post-Non-Classical Pedagogical Research: Priority Methodological Strategies And Approaches

Severin¹

2021

European Proceedings of Social and Behavioural Sciences

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The paper unfolds the content of the concepts methodological space of scientific research", "paradigm space of research", "paradigm approach", "conceptual-forming approach"; it presents the hierarchical structure of the paradigm space of post-non-classical pedagogy. On the basis of the content analysis of dissertations in pedagogy and in accordance with the levels of methodological refleсtion, the paper outlines methodological approaches which are considered to be dominant in post-non-classical pedagogy, i.e. they claim to a paradigm status ("paradigm approaches"). These approaches in the context of pedagogical research perform a conceptual-forming function. The attention of the scientific community is focused on the polyfunctionality of one and the same methodological approach, the multifunctionality of methodological approaches, the need to construct a system of methodological approaches in order to ensure their functional complementarity in the context of a specific pedagogical research which is characterized by the diversity of multilevel scientific and pedagogical tasks. It is claimed that the following approaches should be integrated into the system of methodological maintenance of pedagogical research: approaches which determine the technology of research; conceptual forming approach as the conceptual basis of the authorized pedagogical system; approaches that reflect psychological and pedagogical mechanisms of forming a specific quality in a learner; approaches that specify the technology of projecting authorized pedagogical systems. The author's typology of pedagogical concepts is presented.

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Pragmatic research methodology in education: possibilities and pitfalls

Cited by 24 publications

References 70 publications

Post-Non-Classical Pedagogical Research Strategies

Post-Non-Classical Pedagogical Research Strategies

Teaching assistants managing behaviour – who knows how they do it? Agency is the answer

The Paradigm Space Of Post-Non-Classical Pedagogical Research: Priority Methodological Strategies And Approaches

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