Consistent with their treatment of individual participants, educational researchers regularly use pseudonyms to reference their study sites. The rationales, strategies, and implications of masking places may differ from those for masking people. However, both practices are so pervasive as to have become unexamined defaults, and they are assumed as…

Through the lens of critical rural scholarship, this methodological paper offers reflections on the theoretical similarities between the qualitative research practice of place anonymization and the neoliberal project of place erasure. Using empirical data from a year-long ethnographic study of a remote rural community in Northern Wisconsin, I…

Resistance to simple narratives in education research comes from the stance that they render findings useless for the political work of understanding contexts of education as they exist today. This paper interrogates three stories of masking choices from a four year postcritical ethnographic study in the rural rustbelt Midwestern United States.…

With a lack of consensus of what evaluation is within the field of evaluation, there is a difficulty in communicating to nonevaluators what evaluation is and how evaluation differs from research. To understand how evaluation is defined, both evaluators and researchers were asked how they defined evaluation and, if at all, differentiated evaluation…

Although the Scholarship of Teaching and Learning (SoTL) claims to focus on student learning, some have argued that SoTL studies often adopt a narrow view of learning and focus more on teaching than on learning. In this paper, we explore whether teaching is the primary focus of recent articles published from 2013-2017 in three international,…

The focus of professional learning on activities has changed to internal growth or change among teachers. Our 3-year whole-school collaborative action research was based on student feedback from a learning environment survey at a secondary school. Quantitative data were obtained by administering a survey in 2012, 2013 and 2014 to 2673 students in…

While a growing number of high school students in the United States have experienced trauma exposure, there is a lack of review of studies that examine the efficacy of trauma-informed high schools. The current systematic review sought to identify reviews of empirical studies that explore the efficacy of trauma-informed approaches in high schools.…

Scholars who conduct process tracing often face the problem of missing data. The inability to document key steps in their causal chains makes it difficult to validate theoretical models. In this article, we conceptualize "missingness" as it relates to process tracing, describe different scenarios in which it is pervasive, and present…

Literature reviews as standalone papers serve various purposes; these include the development of new theories, the shaping of future research, the production or knowledge dissemination, and support of evidence-based practices. Review papers, as a foundational block of the research process, may promote further research with higher level of quality.…

Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field. This type of research is research to prove, which entails pitting an incumbent, "traditional" learning experience against a new, innovative learning experience that…

Purpose: Rehabilitation counseling has seen many advances in evidence-based practice in the last decade. The purpose of this study was to provide a review of intervention literature conducted within rehabilitation counseling or related fields from the years 2007-2018. Method: A systematic review of rehabilitation research was conducted, and a…

The multitude of disciplines, perspectives, and practices that inform the study of visual literacy is incredibly valuable, but at the same time it means our research lacks a shared set of methodologies and methods. Unfamiliar research approaches may lead to mistrust of research findings and, even more problematic, to missed opportunities for…

This article examines how sound--as a medium, method, and modality--attunes educational ethnographers to writing the "field" in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a…

Educational neuromyths are incorrect ideas about the brain and learning. These ideas pose a risk if they impact learner outcomes. The concern about neuromyths has spurred global research, including teacher surveys about their identification. If such research leads to corrective strategies, the potential beneficiaries are teachers, students, and…

Contemporary scholarly critique in Indigenous research spaces has tended to focus on binary dualities, including the purpose of Indigenous-focused research, and the legitimacy of researcher identity, research knowledge and truth. Yet, perhaps unintentionally, such interrogation has led to the continued (re)construction and maintenance of false…