There has been relatively little research to date that has explored the transition to postgraduate study. This paper reports findings from a project (funded by the UK's Higher Education Academy) that sought to address this gap. The research project was ethnographic and explored university practice and student participation in five UK universities.…

Discusses the limitations of personal construct theory for research that investigates teachers' thinking. Argues that repertory grid studies, which are often a part of personal construct research, are inconsistent with personal construct theory. Outlines an approach more congruent with the personal construct method. (RKM)

Examines Peter Woods' argument for "phase two" ethnographic research which involves"leaps of (theoretical) imagination" and "hypothesis formation and testing." Concludes that current theories are not improved upon and that instead of further research, major reassessment and reconstruction of ethnographic practice must…

Replying to a critique of his "phase two" ethnographic research, Woods states that testing studies in the manner that Hammersley advocates would be inappropriate and counter-productive. More "phase two" work with reflection on existing material rather than investigation of new areas is recommended. Cautions against systematic…

Replying to Woods' analysis of his original critique, Hammersley lists four points of disagreement: (1) what counts as theory development; (2) phases of theory development; (3) the nature of theory testing; and (4) whether theory development and testing is an achievable goal. (GEA)

Considers methodological issues that arise when values form the main focus of empirical educational research. Includes discussion of the idea that social science, in general, and educational research, in particular, are forms of moral inquiry. Outlines a methodology of educational research, drawing from work by Imre Lakatos, Alasdair MacIntyre,…

Notes that problems of measurement in educational research are often addressed by using the terms validity and reliability. Discusses the meaning given to these terms and how they relate to the aims of the measurement process in educational research. (RKM)

Describes the increased acceptance of constructivism as a research paradigm in the social sciences and its applicability for interviewing in educational research. Notes major sources of this viewpoint and highlights a validity dilemma relative to the roles of interviewer and interviewee. Proposes the strategy of hierarchical focusing as a means to…

Describes the educational research community in Great Britain and the methodological principles of inquiry upon which it is based. Explores the crisis that threatens to undermine the growth and development of Centres of Excellence in educational research. Challenges the British Educational Research Association to develop political strategies as a…

Argues educational researchers must recognize the need for a dialectic between theory and method. Proposes a quasi-historical methodology based on a theory of social action. Suggests a means for understanding the meanings of actions. Outlines a schema for the interpretation of text and offers researchers a form of disciplined inquiry. (Author/NL)

Offers a retrospective deconstruction of research compromises undertaken during "quick and dirty" contract evaluation. Identifies constraining changes in the nature of research contexts and develops a positive view of methodological developments, that might create "transgressive validity." Considers notions of "hybridity" in research methodology…

Responds to Barry Hutchinson's views of Active Tutoring Work. Says Hutchinson's assumption that teachers are not policy makers is in error. Discusses problems in the teacher-researcher, action research model. Challenges the notion that Hutchinson's research impedes communication between teachers and researchers. (NL)

Reflects on one person's efforts to develop a collaborative action research methodology for evaluating professional development. Focuses on the development of an inside methodology for teachers. Sets out a range of issues and identifies some tentative principles of procedure. (CFR)

Reviews key ideas of action research in the past 15 years, particularly those of John Elliott. Describes and comments on the main characteristics of action research. Focuses on methodological and epistemological issues related to its practice. (CFR)

Asserts that the teacher as researcher movement increased awareness of the human interventionary nature of teaching. Maintains that the human interventions of regular classroom practice must be subject to the same ethical scrutiny that applies to all professional endeavors. (CFR)