Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Today's Practitioner is Both Qualitative and Quantitative Researcher

Today's Practitioner is Both Qualitative and Quantitative Researcher Although the use of action research has made its way into various faculties of education as a means of applying theory to practice, there remains a disconnect between the teacher as an educator and the teacher as a researcher. Research must be empirically based; therefore, it has traditionally been seen to reside in the domain of the theorist or expert. Action research however, has by traditionalists been regarded as a misnomer, it is at best a case study which has little if any validity beyond the class- room from which the data was collected. From Today’s Practitioner is Both the perspective of the students who undertake a Qualitative and Quantitative course in research as part of their program of Researcher studies whether it is delivered from the tradi- tional model or based on action research the question of relevance remains to them one of Vince Rinaldo primary concern. In speaking with recent grad- Niagara University uates from various institutions, I have found that their evaluations do not differ from my own findings that the research course I had under- taken as part of my initial certification had min- imal connection to my life as a classroom prac- titioner. Although http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Today's Practitioner is Both Qualitative and Quantitative Researcher

The High School Journal , Volume 89 (1) – Oct 10, 2005

Loading next page...
 
/lp/university-of-north-carolina-press/today-apos-s-practitioner-is-both-qualitative-and-quantitative-RrbKzM14vX

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
University of North Carolina Press
Copyright
Copyright © 2005 The University of North Carolina Press.
ISSN
1534-5157

Abstract

Although the use of action research has made its way into various faculties of education as a means of applying theory to practice, there remains a disconnect between the teacher as an educator and the teacher as a researcher. Research must be empirically based; therefore, it has traditionally been seen to reside in the domain of the theorist or expert. Action research however, has by traditionalists been regarded as a misnomer, it is at best a case study which has little if any validity beyond the class- room from which the data was collected. From Today’s Practitioner is Both the perspective of the students who undertake a Qualitative and Quantitative course in research as part of their program of Researcher studies whether it is delivered from the tradi- tional model or based on action research the question of relevance remains to them one of Vince Rinaldo primary concern. In speaking with recent grad- Niagara University uates from various institutions, I have found that their evaluations do not differ from my own findings that the research course I had under- taken as part of my initial certification had min- imal connection to my life as a classroom prac- titioner. Although

Journal

The High School JournalUniversity of North Carolina Press

Published: Oct 10, 2005

There are no references for this article.