Published: Apr 1, 2017
Converted to Gold OA:
DOI: 10.4018/IJAVET.20170401.pre
Volume 8
Sarah A. Mathews, Thomas G. Reio Jr.
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Mathews, Sarah A., and Thomas G. Reio Jr. "Special Issue on Expanding the Role of Emergent Methods in Adult and Vocational Education." IJAVET vol.8, no.2 2017: pp.5-6. http://doi.org/10.4018/IJAVET.20170401.pre
APA
Mathews, S. A. & Reio Jr., T. G. (2017). Special Issue on Expanding the Role of Emergent Methods in Adult and Vocational Education. International Journal of Adult Vocational Education and Technology (IJAVET), 8(2), 5-6. http://doi.org/10.4018/IJAVET.20170401.pre
Chicago
Mathews, Sarah A., and Thomas G. Reio Jr. "Special Issue on Expanding the Role of Emergent Methods in Adult and Vocational Education," International Journal of Adult Vocational Education and Technology (IJAVET) 8, no.2: 5-6. http://doi.org/10.4018/IJAVET.20170401.pre
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Published: Apr 1, 2017
Converted to Gold OA:
DOI: 10.4018/IJAVET.2017040101
Volume 8
Michael L. Boucher Jr.
The use of photographs in ethnographic education research is an emerging method that promises to enable scholars to collect deeper, more meaningful data from individuals who may otherwise be...
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The use of photographs in ethnographic education research is an emerging method that promises to enable scholars to collect deeper, more meaningful data from individuals who may otherwise be silenced. When used to empower participants, photo methodologies can remove what Foucault (1980) described as the analytical “gaze,” allowing for discussions of difficult or taboo subjects like race, sex, gender, and dis/ability (p. 155). This article discusses the development of photo methods in ethnographic education research, contributes practical suggestions as to their use, and provides successful examples where photos have empowered study participants. To do both science and justice in cooperation with one's participants, empowering communities and individuals and collecting trustworthy data are equal goals. Using photos in the reviewed studies achieved positive results for participants and revealed new understandings of communities, culture, and individuals.
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DOI: 10.4018/IJAVET.2017040102
Volume 8
Aaron Samuel Zimmerman, Jeong-Hee Kim
Narrative inquiry has been a popular methodology in different disciplines for the last few decades. Using stories, narrative inquiry illuminates lived experience, serving as a valuable complement to...
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Narrative inquiry has been a popular methodology in different disciplines for the last few decades. Using stories, narrative inquiry illuminates lived experience, serving as a valuable complement to research methodologies that are rooted in positivist epistemologies. In this article, we present a brief introduction to narrative inquiry including narrative data collection, analysis and interpretation. Situating narrative inquiry under the umbrella of post-qualitative research, we argue that, because of its ability to communicate evocative stories and to inspire empathy, narrative inquiry is an indispensable methodology in the study of human being and becoming, making this methodology an important contribution to the field of adult vocational education and technology.
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Zimmerman, Aaron Samuel, and Jeong-Hee Kim. "Excavating and (Re)presenting Stories: Narrative Inquiry as an Emergent Methodology in the Field of Adult Vocational Education and Technology." IJAVET vol.8, no.2 2017: pp.16-28. http://doi.org/10.4018/IJAVET.2017040102
APA
Zimmerman, A. S. & Kim, J. (2017). Excavating and (Re)presenting Stories: Narrative Inquiry as an Emergent Methodology in the Field of Adult Vocational Education and Technology. International Journal of Adult Vocational Education and Technology (IJAVET), 8(2), 16-28. http://doi.org/10.4018/IJAVET.2017040102
Chicago
Zimmerman, Aaron Samuel, and Jeong-Hee Kim. "Excavating and (Re)presenting Stories: Narrative Inquiry as an Emergent Methodology in the Field of Adult Vocational Education and Technology," International Journal of Adult Vocational Education and Technology (IJAVET) 8, no.2: 16-28. http://doi.org/10.4018/IJAVET.2017040102
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Published: Apr 1, 2017
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DOI: 10.4018/IJAVET.2017040103
Volume 8
Denisha Jones
This article provides an overview of activist research and how it is used in various field including anthropology, social movements, and education. It discusses the impetus for incorporating...
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This article provides an overview of activist research and how it is used in various field including anthropology, social movements, and education. It discusses the impetus for incorporating activism into theoretical frameworks and research methodologies and the distinct aspects of activist research. Youth participatory action research is examined to identify how activist research can be situated into the methods and outcomes.
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DOI: 10.4018/IJAVET.2017040104
Volume 8
Sarah A. Mathews, Maria K. Lovett
Video participatory research (VPR) is an emergent methodology that bridges visual methods with the epistemology of participatory research. This approach is motivated by the “crisis of...
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Video participatory research (VPR) is an emergent methodology that bridges visual methods with the epistemology of participatory research. This approach is motivated by the “crisis of representation” or “reflective turn” (Gubrium & Harper, 2013) that promotes research conducted with or by participants, conceptualizing research as praxis (Lather, 1991). In this manuscript, the authors argue that VPR can be used to explore issues directly impacting individuals involved with adult education and vocational training. Primary investigators work with community co-researchers to document issues in the community, analyze this audio-visual material, and produce and distribute video projects, exposing policy makers and key stakeholders to a community's concerns. When implementing the VPR process research teams account for intentionality of form and content, apply a multi-perspective analysis to the complex layers of data produced by video, and plan for distribution of work on the personal and local level as well as in the public sphere (i.e., at the micro and macro level).
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Mathews, Sarah A., and Maria K. Lovett. "Framing and Exposing Community Issues through Video Participatory Research: An Emerging Approach for Adult Education." IJAVET vol.8, no.2 2017: pp.42-53. http://doi.org/10.4018/IJAVET.2017040104
APA
Mathews, S. A. & Lovett, M. K. (2017). Framing and Exposing Community Issues through Video Participatory Research: An Emerging Approach for Adult Education. International Journal of Adult Vocational Education and Technology (IJAVET), 8(2), 42-53. http://doi.org/10.4018/IJAVET.2017040104
Chicago
Mathews, Sarah A., and Maria K. Lovett. "Framing and Exposing Community Issues through Video Participatory Research: An Emerging Approach for Adult Education," International Journal of Adult Vocational Education and Technology (IJAVET) 8, no.2: 42-53. http://doi.org/10.4018/IJAVET.2017040104
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Published: Apr 1, 2017
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DOI: 10.4018/IJAVET.2017040105
Volume 8
Deena Khalil, Meredith Kier
This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, the authors define...
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This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, the authors define design-based implementation research (DBIR; Penuel, Fishman, Cheng, & Sabelli, 2011) as an equity-oriented education research methodology where teaching and learning is informed by robust, iterative, evidence-based research conducted by multiple stakeholders. Next, they provide a brief overview of Critical Race Theory in Education (CRT; Ladson-Billings & Tate, 1995) as a theoretical and methodological approach that aims to unpack and disrupt the structural inequities experienced by disenfranchised racial groups. They then describe how both education methodologies informed CRD, our emerging anti-racist critical design methodology. Finally, they provide an example where they used CRD to design an online service-learning course that aimed to situate the narratives of underrepresented STEM professionals as a curricular resource for nondominant adolescents.
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Khalil, Deena, and Meredith Kier. "Critical Race Design: An Emerging Methodological Approach to Anti-Racist Design and Implementation Research." IJAVET vol.8, no.2 2017: pp.54-71. http://doi.org/10.4018/IJAVET.2017040105
APA
Khalil, D. & Kier, M. (2017). Critical Race Design: An Emerging Methodological Approach to Anti-Racist Design and Implementation Research. International Journal of Adult Vocational Education and Technology (IJAVET), 8(2), 54-71. http://doi.org/10.4018/IJAVET.2017040105
Chicago
Khalil, Deena, and Meredith Kier. "Critical Race Design: An Emerging Methodological Approach to Anti-Racist Design and Implementation Research," International Journal of Adult Vocational Education and Technology (IJAVET) 8, no.2: 54-71. http://doi.org/10.4018/IJAVET.2017040105
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Published: Apr 1, 2017
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DOI: 10.4018/IJAVET.2017040106
Volume 8
Cynthia C. M. Deaton, Jacquelynn A. Malloy
Design-based case studies address research questions that involve instructional innovations within a bounded system. This blend of case study and design-based research provides a systematic approach...
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Design-based case studies address research questions that involve instructional innovations within a bounded system. This blend of case study and design-based research provides a systematic approach to examining instructional innovations that are bounded by perspective, context, and time. Design-based case studies provide a framework for engaging in iterative cycles of data collection and analysis that are used to determine how, why, and whether the goals of an instructional innovation have been met. The authors note common concerns surrounding case study and design-based research and how design-based case studies address these concerns by building on the strengths of both approaches.
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Deaton, Cynthia C. M., and Jacquelynn A. Malloy. "Making a Case for a Blended Approach: The Need for the Design-Based Case Study." IJAVET vol.8, no.2 2017: pp.72-81. http://doi.org/10.4018/IJAVET.2017040106
APA
Deaton, C. C. & Malloy, J. A. (2017). Making a Case for a Blended Approach: The Need for the Design-Based Case Study. International Journal of Adult Vocational Education and Technology (IJAVET), 8(2), 72-81. http://doi.org/10.4018/IJAVET.2017040106
Chicago
Deaton, Cynthia C. M., and Jacquelynn A. Malloy. "Making a Case for a Blended Approach: The Need for the Design-Based Case Study," International Journal of Adult Vocational Education and Technology (IJAVET) 8, no.2: 72-81. http://doi.org/10.4018/IJAVET.2017040106
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Published: Apr 1, 2017
Converted to Gold OA:
DOI: 10.4018/IJAVET.2017040107
Volume 8
Todd S. Hawley, Andrew L. Hostetler
In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad...
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In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad array of fields. They argue that the fields of career and technical education (CTE), adult education and technology can leverage self-study methodology in similar ways. They argue that self-study has a great deal to offer both theoretically and practically to those interested in improving their practices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewing the history of self-study as a research methodology, they provide examples of self-study research that have direct implications for those in CTE and adult education and technology. They conclude the manuscript by providing practical guidance to those researching and/or working in schools, community centers and workplaces.
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Hawley, Todd S., and Andrew L. Hostetler. "Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry." IJAVET vol.8, no.2 2017: pp.82-92. http://doi.org/10.4018/IJAVET.2017040107
APA
Hawley, T. S. & Hostetler, A. L. (2017). Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry. International Journal of Adult Vocational Education and Technology (IJAVET), 8(2), 82-92. http://doi.org/10.4018/IJAVET.2017040107
Chicago
Hawley, Todd S., and Andrew L. Hostetler. "Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry," International Journal of Adult Vocational Education and Technology (IJAVET) 8, no.2: 82-92. http://doi.org/10.4018/IJAVET.2017040107
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