Reimagining Research Courses for Scholar Practitioners

Rejecting Methodological Binaries

Authors

DOI:

https://doi.org/10.5195/ie.2023.334

Keywords:

dissertation support, research methods, third space theory

Abstract

This essay shares the ongoing efforts of faculty in one EdD program to embrace applied research methodologies and the shifts made in research coursework to support our doctoral candidates as they explore problems of practice. Framed by third space theory, our redesign work is positioned as the lived experience through which we were able to reflect on and change the traditional space of our advanced qualitative and quantitative method courses. We share our journey from conceptualization to teaching what began, but did not conclude, as two distinct courses including the challenges, successes, and subsequent strategies used in our teaching and development. We reflect on the tensions that arose from our preexisting beliefs about research and the needs articulated by our candidates as well as our navigation of those needs.

References

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Carnegie Project for the Education Doctorate (2019). Our vision and mission. https://www.cpedinitiative.org/vision-mission

Flessner, R. (2014). Revisiting reflection: Utilizing third spaces in teacher education. The Educational Forum, 78(3), 231–247. https://doi.org/10.1080/00131725.2014.912711

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Seidman, I. (2019). Interviewing as qualitative research: A guide for researchers in education and the social science (5th ed.). Teachers College Press.

Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Blackwell.

Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher, 35(3), 25–32. https://doi.org/10.3102/0013189X035003025

Stake, R. E. (2020). The art of case study research. Sage.

Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134–152. https://doi.org/10.46743/2160-3715/2015.2102

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Published

2023-04-24

How to Cite

Hooser, A., Evert, K., & Krahehbuhl, K. (2023). Reimagining Research Courses for Scholar Practitioners: Rejecting Methodological Binaries. Impacting Education: Journal on Transforming Professional Practice, 8(2), 4–9. https://doi.org/10.5195/ie.2023.334

Issue

Vol. 8 No. 2 (2023): Themed - Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

Section

Themed-Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

License

Copyright (c) 2023 Angela Hooser, Kimberly Evert, Kevin Krahehbuhl

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