Exploring a practitioner‐based interpretive approach to reviewing research literature

Abstract

The application of educational research to practice remains an issue of concern, and yet there has been relatively little consideration of this in relation to reviews of research. While the professional user review hitherto represents the most relevant approach, this involves users applying the findings of an earlier review rather than carrying out an original review. Through a case study, we propose an interpretive approach to reviewing research literature that is fully rooted in practitioner perspectives. We argue that our review methodology maintains a balance between contributions from the research literature and from practitioner perspectives; with both extracted data and practitioner commentary incorporated into our synthesis, alongside a dialogue incorporating alternative voices. Our methodology thus represents a novel way to develop applicable forms of understanding within the field.

Innovation in qualitative research methods: a narrative review

“…Several of these papers explored participatory approaches to research afforded by narrative methods; iii) mixed methods nine papers, describing techniques for combining and analysing different types of qualitative data or qualitative and quantitative data; iv) online and e-research methods eight papers widening the scope of online research, using synchronous and asynchronous text facilities, blogs and a graphical online environment; v) software tools five papers describing software to assist in, or enhance, the analysis or sharing of a range of qualitative data; vi) focus group methodology three papers that addressed different aspects of the method including managing the process of data collection and enhancing the trustworthiness of analysis. The ‘other’ category comprised seven papers, one describing the use of a radio phone-in programme in research (Weller, 2006); and six presenting methods to improve an aspect of the research process, including validity (Cho and Trent, 2006), analysis (Tate, 2007; Wasserman et al, 2009), quality of questionnaires (Hak et al, 2006), relevance to practitioners (Kahn et al, 2008) and the presentation of cross-lingual research (Lincoln and Gonzalez, 2008).…”

“…Claims for innovation in creative and narrative methods often used the ‘pushing boundaries’ narrative. Dodson et al’s (2007) paper on interpretive focus groups and Kahn et al’s (2008) study of a practitioner-based interpretive approach to research synthesis provide examples of this narrative:…”

Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009

“…Kahn et al (2008) suggest that the majority of reviews are aimed at other researchers, with little consideration given to the needs of those practitioners who may be the very individuals who can translate research findings into classroom practice. Boote and Beile (2005) see reviews of educational research as essy a d o pli ated i atu e p.3) in part because of the necessity to reach a broad audience which may comprise researchers, teachers and policy makers.…”