Researching the Learning and Teaching of Writing

Abstract

In this chapter, the author reflects on a research journey and the conscious and subconscious application of paradigms to research design. The chapter is focused on research conducted in her role as research and teaching academic in the area of literacy learning and teaching. Through the retrospective analysis of a particular program of research the author concludes that it may not be necessary to articulate a paradigm in the design stages of research to be strongly guided by that paradigm. The author contends that a researcher's theoretical orientation and worldviews about how research should be enacted may be the key to paradigm “choice.” However, not all researchers have the luxury of determining how and what they will research, nor the paradigms or methods to be applied, in the world of competitive grants, commissioned research and multiple research agendas.

Exploring Traces of Equity in Teachers’ Instructional Practices, Assessment and Treatment with Students in Early Years of Education

“…Quantitative data were collected through questionnaires and qualitative data were grouped in the form of interviews and observational schedule. Mackenzie and Knipe (2006) explicated that gathering information in numbers on questionnaires and gathering information in text on interviews led to both quantitative and qualitative data respectively. The population of the study comprised 4539 public early childhood schools both (male= 2602 & female=1937) and 13963 working teachers both (male= 6186 & female=7777) including head teachers, students and their parents of five districts; Sargodha, Khushab, Mianwali, Bhakkar and Chiniot of the Punjab Province (http://schools.punjab.gov.pk/?=schools).…”

Developing the Next Generation of Nursing Disciplinary Leaders in Higher Education: Protocol for a Sequential Mixed Methods Study

“…Mackenzie and Knipe [ 13 ] argued the existence of a “pragmatic paradigm” that is not committed to a particular view of the world. Pragmatist researchers focus on the “what” and “how” of the research problem [ 14 ].…”

“…The pragmatic paradigm places the research problem as central and applies all approaches (methods) to understanding the problem [ 14 ]. With the research question “central,” data collection and analysis methods are chosen as those most likely to provide insights into the question with no philosophical loyalty to any alternative paradigm [ 13 ]. To achieve the research objectives, the research design must capture the qualities, behaviors, and characteristics that are required to succeed in the role of academic nurse leader (qualitative data) and must also capture the degree to which established senior academic nurse leaders and the Expert Advisory Group believe these are agreeable (quantitative data).…”

“…The pragmatic paradigm places the research problem as central and applies all approaches (methods) to understanding the problem [14]. With the research question "central," data collection and analysis methods are chosen as those most likely to provide insights into the question with no philosophical loyalty to any alternative paradigm [13].…”

Student experience and digital storytelling: Integrating the authentic interaction of students work, life, play and learning into the co-design of university teaching practices

“…Data analysis is not limited to the team but can also include the participants themselves. The collective analysis of stories helps researchers to recognise how their own views, perspectives and background influence how they engage with the gaps in knowing (Mackenzie & Knipe, 2006 ). The use of inductive reasoning to interpret stories of uncertainty seeks to find patterns, rituals or resemblances in the experience of students where there is no theory or common understanding to test (inherent in most student experience surveys) (Gioia et al, 2013 ).…”