Category Archives: EDEV_501
Moving to the thesis
I completed the EdD courses successfully, and I have just finalised my doctoral proposal submission. The next stage is to navigate the Ethics board before I can begin any data collection. So, with these movements, I’m going to change the … Continue reading
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
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
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
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
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
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
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
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
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
