By Rachelle Winkle-Wagner, Cheryl A. Hunter, D. Hinderliter Ortloff, Debora Hinderliter Ortloff
This publication offers new methods of considering academic tactics, utilizing quantitative and qualitative methodologies. Ultimately, it goals at increasing wisdom itself - changing the centre by way of permitting the margins to notify it - permitting it to be prolonged to incorporate these methods of understanding that experience traditionally been unexplored or overlooked.
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Additional resources for Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins
E. B. DuBois, Carter Woodson, and so many others. Can we do any less? S. government has essentially defined scientifically based research by law (The No Child Left Behind Act, 2001) as the use of randomized controlled trials to provide solid evidence of what works in education to policy makers, teachers, parents, researchers, and other consumers of research. , The Institute of Education Sciences [IES]) as well as other funding agencies. Scientifically based research, so defined, has been placed at center stage since the creation in 2000 of the Campbell Collaborative, an international ‘‘non-profit organization that aims to help people make well-informed decisions about the effects of interventions in the social, behavioral, and educational arenas’’ with the aim ‘‘to prepare, maintain and disseminate systematic reviews of studies of interventions’’ using randomized controlled trials (The Campbell Collaboration, 2000).
In response to this movement, although without an explicit critique of it, other researchers have also rallied around the concept of mixed methods or mixed methodology (Johnson and Onwuegbuzie, 2004; Tashakkori and Teddlie, 2003) evidently as a means to accommodate and incorporate 46 ● Ginette Delandshere different methodologies and avoid their marginalization. Although this concept is not new and can be traced back to the 1980s, it has received renewed and vigorous attention in the recent years.
These studies also rest on a particular conception of the social as simply reflected in the aggregate of individual responses, and privilege psychological over social explanations of people’s actions and behaviors (Danziger, 2000). Experimental studies leave many unanswered questions. Basing policy decisions exclusively on these studies would be problematic because they only consider the effects of a few manipulated variables in a strictly controlled environment, a condition that is very much unlike most contexts in which learning takes place.