SCHOOL OF EDUCATION: Research Methods

Research methods are applied in all kinds of studies, though no consensus exists regarding what constitutes a research method and how research methods should be categorized. Over 1900 research articles were obtained from three major journals published between 2001 and 2010 in library and information science (LIS). Each selected article was coded using a schema of research methods developed in this study. The coded data, along with related publications, were analyzed qualitatively and quantitatively. This exploration shows that research methods comprise data collection techniques (e.g., interview, observation) and data analysis techniques (e.g., qualitative, quantitative).

Scientific research adopts qualitative and quantitative methodologies in the modeling and analysis of numerous phenomena. The qualitative methodology intends to understand a complex reality and the meaning of actions in a given context. On the other hand, the quantitative methodology seeks to obtain accurate and reliable measurements that allow a statistical analysis. Both methodologies offer a set of methods, potentialities and limitations that must be explored and known by researchers.

Research design is a critical topic that is central to research studies in science, social science, and many other disciplines. After identifying the research topic and formulating questions, selecting the appropriate design is perhaps the most important decision a researcher makes. Currently, there is a plethora of literature presenting multiple approaches to the formulation of research design. Although the existence of multiple approaches is a powerful source in the development of a research design, new public administration (PA) researchers and students may see it as a source of confusion because there is a lack of clarity in the literature about the approaches to research design, research methods, and research methodology in the social sciences. The purpose of this research paper is to lessen the confusion over research design and offer a better understanding of these approaches.

Over the last several decades pedagogy as a field of study within education has enjoyed a well-deserved elevated status accompanied by a corresponding focus on pedagogic research and associated research methods. Historically, however, pedagogy was consigned to irrelevancy and invisibility, at least in the UK and arguably in the Anglo-American world more generally. Referring specifically to the poor status of it in England relative to its more significance in continental Europe, Brian Simon (1981) lamented this state of affairs in his famous piece, ‘Why no pedagogy in England?’ Unsurprisingly this situation meant that over the years pedagogy was under-researched and under-theorized.

Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations.

This mixed methods study explores students’ and teachers’ perceptions of 21st century skill development (i.e., collaboration, communication, creativity, critical thinking, content mastery, and digital literacy) in high schools with one-to-one initiatives. Analysis of data from seven student focus groups and seven one-on-one teacher interviews revealed that high school students and teachers held similar perceptions around 21st century skill development. Both groups acknowledged that students’ communication, collaboration, and critical thinking skills were supported through one-to-one initiatives.

This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable.