Title

Prospecting for Leaders in Education Research by Forming a Community of Scholars

Location

1054

Format Type

Paper

Format Type

Paper

Start Date

12-1-2017 10:15 AM

End Date

12-1-2017 12:05 PM

Abstract

The purpose of this participatory action research study, using an explanatory case study design, was to conduct an intrinsic examination of the factors that contribute to the formulation of a community of scholars among “practitioner” faculty at a local satellite campus of a large University. Elliot (2009) supported that action research provides opportunities to build on social capital in education environments. As explained by Creswell (2008), participatory action research has the potential to “empower, transform, and emancipate individuals in educational settings” (p. 605). The researcher’s participation in the study makes the study social, practical, collaborative, and with intentionality to offer ideas for changes or improvements in practices (Creswell, 2008). In this presentation, we will discuss both the process and the outcomes of this study. Yin (1994) documents the use of explanatory case study approach for theory building. When coupled with Elliot’s (1991) action research model, it allows the researcher to begin with active reconnaissance of the rich archived records concerning the development of this community of scholarship. Explanatory case study designs are particularly useful when the researcher seeks to focus on a contemporary phenomenon like building a community of scholarship. This approach complements the action research focus and provides the framework for data collection and analysis. The theory generating capacity of explanatory case study designs coupled with the generation and flow of data stemming from Elliott’s action research model yielded a theoretical position concerning the building and sustaining a vibrant community of scholarship.

Comments

References

Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd Ed.) Upper Saddle River, N.J.: Pearson.

Elliott, J. (2010). Building social capital for educational action research: the contribution of Bridget Somekh. Educational Action Research (18) 1. Pp. 19-28. DOI: 10.1080/09650790903484509

Yin, R. K (1994). Discovering the Future of the Case Study. Method in Evaluation Research. The American Journal of Evaluation (15) 3, 283-290. doi:10.1177/109821409401500309

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Jan 12th, 10:15 AM Jan 12th, 12:05 PM

Prospecting for Leaders in Education Research by Forming a Community of Scholars

1054

The purpose of this participatory action research study, using an explanatory case study design, was to conduct an intrinsic examination of the factors that contribute to the formulation of a community of scholars among “practitioner” faculty at a local satellite campus of a large University. Elliot (2009) supported that action research provides opportunities to build on social capital in education environments. As explained by Creswell (2008), participatory action research has the potential to “empower, transform, and emancipate individuals in educational settings” (p. 605). The researcher’s participation in the study makes the study social, practical, collaborative, and with intentionality to offer ideas for changes or improvements in practices (Creswell, 2008). In this presentation, we will discuss both the process and the outcomes of this study. Yin (1994) documents the use of explanatory case study approach for theory building. When coupled with Elliot’s (1991) action research model, it allows the researcher to begin with active reconnaissance of the rich archived records concerning the development of this community of scholarship. Explanatory case study designs are particularly useful when the researcher seeks to focus on a contemporary phenomenon like building a community of scholarship. This approach complements the action research focus and provides the framework for data collection and analysis. The theory generating capacity of explanatory case study designs coupled with the generation and flow of data stemming from Elliott’s action research model yielded a theoretical position concerning the building and sustaining a vibrant community of scholarship.