Category Archives: EDEV_501

EDEV_508 Week 1_5

I fully agree with you that in the short time scale of ten weeks, fully implementing a radical action research project is unlikely. However, it is exactly that that I will be attempting. I expect to fail, but the manner … Continue reading

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EDEV_507 Week 6_2

Thank you for your comment about the potential power issue in cross-cultural research. One quotation stood out for me from Marshall and Batten (2004); “Much western thinking is characterized by individual and universal conceptualizations and informs academic research norms, whereas … Continue reading

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EDEV_507 Week 4_4

The study you posted is an interesting insight into educational research in Turkey. In reference to our mandate for this week, the paper (Tomul & Polat, 2013) is certainly an appropriate example of a quantitative, positivist study. It is notable … Continue reading

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EDEV_507 Week 3_4

Thanks for explaining your plan for the data analysis. You characterise later differences between initial conceptions of data analysis and later ones as “go[ing] wrong” (Aman, 2016), and this may be indicative of your analytical technique. When I asked my … Continue reading

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EDEV_507 Week 3_3

I fully agree with you that ethical considerations have to be foundational and inform our research. Ethics has such a pervasive influence in any research programme, and I have a couple of questions relating to your design with regard to … Continue reading

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EDEV_507 Week 3_2

You ask an intriguing question, “Is there any special trick you have found in the literature to support a sharpener not only being good at coding, but also abstraction?” (Amann, 2016), to which I can only reply that my reading … Continue reading

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EDEV_507 Week 3_1

Your comment encouraged me to check the viability of grounded theory (GT) as a methodology for use in the interview data analysis. GT is fundamentally an iterative process (Charmaz, 2006; Hadley, 2015). Figure 1 demonstrates the necessity of returning to … Continue reading

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EDEV_507 Week 3 Initial Post

The actions in research must necessarily be limited not only to the imagination of the researcher but to the physical and intellectual conditions that surround the research. Practicality and feasibility are two core notions that were discussed this week. “Research … Continue reading

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EDEV_507 Week 2_4

Your intention to study access rates, achievement rates and other issues that affect black students in Toronto is very interesting. That passion informs your intellectual orientation is laudable, following the moral philosopher Hume who first recognised that our reason must … Continue reading

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EDEV_507 Week 2_3

Your research topic has many overlaps with my own, but you add a refreshingly different perspective. I wonder if part of the difference arises due to the fact that you operate in a multicultural environment while the Japanese one is … Continue reading

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