Category Archives: EDEV_504

EDEV_504 Week 3_3

Thanks for responding to my questions. In addition, you offer many more. Please forgive me if I treat them as rhetorical as I’d like to explain why I don’t think Barnett is taking about equity. On reading and re-reading Barnett … Continue reading

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EDEV_504 Week 3_2

Thanks for your interesting post. Your observation that “there are reasons for changing patterns in higher education” (Bennett, 2016) resonated well with the purpose of this week’s tasks. I read your sentence in two ways, both appropriate, but I wonder … Continue reading

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EDEV_504 Week 3_1

I appreciated your answer to C’s question. In particular, your inclusion of the University of Edinburgh’s target population for widening participation (WP) made me consider the state in my current institution in Japan. I’d like to address that issue briefly … Continue reading

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Mod 4 Week 3 Initial Post

It is more than axiomatic that every position contains assumptions; It is demonstrable. Even the simple assertion that “Today is February the 24th” contains the assumption of the Western calendar, the nuance of British English and, of course, the expectation … Continue reading

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EDEV_504 Week 2_5

Your post was fascinating, as it brought up many points of direct interest to me. I can imagine sharing a pleasant coffee (or something harder) with you discussing these. So, this response may be a touch eclectic. I remember when … Continue reading

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EDEV_504 Week 2_4

On a personal note, I joined an Ed.D. course because I wasn’t willing to commit to a Ph.D. before knowing a lot about theory and methods. This course provides me the time and opportunity to investigate the state of the … Continue reading

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EDEV_504 Week 2_3

I read your post with interest. In particular, you make the point that different researchers view the same object from differing perspectives. If my interpretation is accurate you seem to be saying that the availability of multiple perspectives validates the … Continue reading

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EDEV_504 Week 2_2

I think that you captured the essence of the difference between information science (IS) and much educational research. The raw data types at the base of informatics tend to be utilised in naturalistic methodologies, whereas educationalists see much more fluid … Continue reading

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EDEV_504 Week 2_1

I’m so glad that you asked me how my research approach may be affected by my concept of time. I realise that I didn’t answer any of the DQ questions directly, but each time I followed a train of thought … Continue reading

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Mod 4 Week 2 Initial Post

The structure of the taught part of the UoLiverpool doctoral programme is intelligent: Module 1 introduced students to the basic notions in research; Module 4 continues that study while requiring students to begin the process of identifying their own biases … Continue reading

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