Research Article
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Year 2018, Volume: 4 Issue: 2, 61 - 73, 15.05.2018
https://doi.org/10.12973/ijem.4.2.61

Abstract

References

  • Bartels, N. (2003). How teachers and researchers read academic articles. Teaching and Teacher education, 19(7), 737-753. doi:10.1016/j.tate.2003.06.001
  • Befort, C., Lynch, R., James, R. K., Carroll, S. L., Nollen, N., & Davis, A. (2008). Perceived barriers and benefits to research participation among school administrators. Journal of School Health, 78(11), 581-586. doi:10.1111/j.1746-1561.2008.00349.x
  • Bélanger, M., & Richard, V. (2017). L’éthique de la recherche en contexte de classe: des moyens d’actualisation de la responsabilité des enseignants du secondaire envers leurs élèves. Éducation et Francophonie, XLV(1), 155-173.
  • Bérubé, B. (2005). L’accès à la recherche en enseignement et son utilisation dans la pratique. Retrieved from http://cse.gouv.qc.ca/fichiers/documents/publications/EtudesRecherches/50-2099.pdf
  • Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358–388. doi:10.1093/applin/amp007
  • Broadhead, R. S., & Rist, R. C. (1976). Gatekeepers and the social control of social research. Social Problems, 23(3), 325-336.
  • Broekkamp, H., & van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13(3), 203-220. doi:10.1080/13803610701626127
  • Brown, C., Guillet de Monthoux, P., & McCullough, A. (Eds.). (1976). The access-casebook: Social scientists account for how to get data for field research. Stockholm: THS.
  • Burgess, R. G. (1991). Sponsors, gatekeepers, members, and friends: Access in educational settings. In W. B. Shaffir & R. A. Stebbins (Eds.), Experiencing fieldwork: an inside view of qualitative research (pp. 43-52). Newbury Park: SAGE.
  • Clark, T. (2008). ‘We’re Over-Researched Here!’: Exploring accounts of research fatigue within qualitative research engagements. Sociology, 42(5), 953-970. doi:10.1177/0038038508094573
  • Clark, T. (2010a). Gaining and maintaining access: Exploring the mechanisms that support and challenge the relationship between gatekeepers and researchers. Qualitative Social Work, 10(4), 485-502. doi:10.1177/1473325009358228
  • Clark, T. (2010b). On ‘being researched’: Why do people engage with qualitative research? Qualitative Research, 10(4), 399-419. doi:10.1177/1468794110366796
  • Clark, T., & Sinclair, R. (2008). The costs and benefits of acting as a research site. Evidence and Policy, 4(1), 105-120. doi:10.1332/174426408783477855
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York: Routledge.
  • Cousins, J. B., & Chouinard, J. A. (2012). Participatory evaluation up close: An integration of research-based knowledge. Charlotte: Information Age Publishing.
  • Cousins, J. B., & Walker, C. A. (2000). Predictors of educators' valuing of systematic inquiry in schools. The Canadian Journal of Program Evaluation, 15(Special edition), 25-52.
  • Crowhurst, I. (2013). The fallacy of the instrumental gate? Contextualising the process of gaining access through gatekeepers. International Journal of Social Research Methodology, 16(6), 463-475. doi:10.1080/13645579.2013.823282
  • Crowhurst, I., & kennedy-macfoy, m. (2013). Troubling gatekeepers: Methodological considerations for social research. International Journal of Social Research Methodology, 16(6), 457-462. doi:10.1080/13645579.2013.823281
  • Delamont, S. (2016). Fieldwork in educational settings: Methods, pitfalls and perspectives (3rd ed.). London: Routledge.
  • Denscombe, M., & Aubrook, L. (1992). `It's just another piece of schoolwork': The ethics of questionnaire research on pupils in schools. British Educational Research Journal, 18(2), 113-131. doi:10.1080/0141192920180202
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks: SAGE.
  • Drill, K., Miller, S., & Behrstock-Sherratt, E. (2013). Teachers' perspectives on educational research. Brock Education Journal, 23(1), 16-33. doi:10.26522/brocked.v23i1.350
  • Emmel, N., Hughes, K., Greenhalgh, J., & Sales, A. (2007). Accessing socially excluded people - Trust and the gatekeeper in the researcher-participant relationship. Sociological Research Online, 12(2). doi:10.5153/sro.1512
  • Everton, T., Galton, M., & Pell, T. (2000). Teachers' perspectives on educational research: knowledge and context. Journal of Education for Teaching, 26(2), 167-182. doi:10.1080/02607470050127081
  • Feldman, M. S., Bell, J., & Berger, M. T. (2003). Gaining access: A practical and theoretical guide for qualitative researchers. Walnut Creek: Rowman & Littlefield.
  • Fiedler, J. (1978). Field research: A manual for logistics and management of scientific studies in natural setting. San Francisco: Jossey-Bass.
  • Glazer, M. (1972). The research adventure: Promise and problems of field work. New York: Random House.
  • Gore, J. M., & Gitlin, A. D. (2004). [RE]Visioning the academic–teacher divide: Power and knowledge in the educational community. Teachers and Teaching: theory and practice, 10(1), 35-58. doi:10.1080/13540600320000170918
  • Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice (3rd ed.). London: Routledge.
  • Harrington, B. (2003). The social psychology of access in ethnographic research. Journal of Contemporary Ethnography, 32(5), 592-625. doi:10.1177/0891241603255677
  • Heath, S., Charles, V., Crow, G., & Wiles, R. (2007). Informed consent, gatekeepers and go‐betweens: Negotiating consent in child‐ and youth‐orientated institutions. British Educational Research Journal, 33(3), 403-417. doi:10.1080/01411920701243651
  • Hemsley-Brown, J., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449-470. doi:10.1080/0305498032000153025
  • Homan, R. (2001). The principle of assumed consent: The ethics of gatekeeping. Journal of Philosophy of Education, 35(3), 329-343. doi:10.1111/1467-9752.00230
  • Huberman, M. A. (1989). Les phases de la carrière enseignante. Revue française de pédagogie, 86(1), 5-16. doi:10.3406/rfp.1989.1423
  • Joram, E. (2007). Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education. Teaching and Teacher education, 23(2), 123–135. doi:10.1016/j.tate.2006.04.032
  • Jupp, V. (Ed.) (2006). The Sage dictionary of social research methods. London: SAGE.
  • Landry, R., Becheikh, N., Amara, N., Ziam, S., Idrissi, O., & Castonguay, Y. (2008). La recherche, comment s’y retrouver? Revue systématique des écrits sur le transfert de connaissances en éducation. Retrieved from http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/statistiques_info_decisionnelle/LaRechercheCommentSYRetrouver.pdf
  • Miller, T., & Bell, L. (2012). Consenting to what? Issues of access, gate-keeping and 'informed' consent. In T. Miller & M. Birch (Eds.), Ethics in qualitative research (2nd ed., pp. 60-75). London: SAGE.
  • Paillé, P., & Mucchielli, A. (2013). L'analyse qualitative en sciences humaines et sociales (3rd ed.). Paris: Armand-Collin.
  • Reeves, C. L. (2010). A difficult negotiation: Fieldwork relations with gatekeepers. Qualitative Research, 10(3), 315-331. doi:10.1177/1468794109360150
  • Rosenthal, R., & Rosnow, R. L. (2009). The volunteer subject. In R. Rosenthal & R. L. Rosnow (Eds.), Artifacts in behavioral research. Oxford: Oxford University Press.
  • Schatzman, L., & Strauss, A. L. (1973). Field research: Strategies for a natural sociology. Englewood Cliffs: Prentice-Hall.
  • Shkedi, A. (1998). Teachers' attitude towards research: a challenge for qualitative researchers. Qualitative Studies in Education, 11(4), 559-577. doi:10.1080/095183998236467
  • Troman, G. (1996). No entry signs: Educational change and some problems encountered in negotiating entry to educational settings. British Educational Research Journal, 22(1), 71-88. doi:10.1080/0141192960220105
  • Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316. doi:10.1080/01411920902919257
  • Wanat, C. L. (2008). Getting past the gatekeepers: Differences between access and cooperation in public school research. Field Methods, 20(2), 191-208. doi:10.1177/1525822X07313811
  • Wax, R. H. (1952). Field methods and technique: Reciprocity as a field technique. Human Organization, 11(3), 34-37. doi:10.17730/humo.11.3.6660865434817686
  • West, J. (2017). Access, sites and settings. In D. Wyse (Ed.), The BERA/SAGE handbook of educational research (pp. 547-570). London: SAGE.
  • Williams, D., & Coles, L. (2007). Teachers’ approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49(2), 185-206. doi:10.1080/00131880701369719

Accepting Research: Teachers' Representations of Participation in Educational Research Projects

Year 2018, Volume: 4 Issue: 2, 61 - 73, 15.05.2018
https://doi.org/10.12973/ijem.4.2.61

Abstract

Collecting data among participants belonging to a group, community or organization is a crucial step in social research. However, generally speaking, in the social sciences, the issue of access to the research field has not been widely or systematically studied and remains under-theorized. The goal of this study is to draw the participants’ perspective on the question of accepting research into their classrooms and participating in it, an object that has usually been overlooked in studies on research field access. This article presents the results of a qualitative, exploratory study aimed at documenting teachers’ representations relating to whether or not they wish to participate in research projects, when requested to do so by researchers. The analysis brought out a system comprising five categories of representations relating to participation or non-participation in an educational research project. These representations are related to 1) the teacher’s daily tasks; 2) the teacher's professional development; 3) the teacher's professional identity and professional ideal; 4) the institutional and collegial context; and 5) the teacher's responsibility toward students. We discuss these categories and their implications for further research.  


References

  • Bartels, N. (2003). How teachers and researchers read academic articles. Teaching and Teacher education, 19(7), 737-753. doi:10.1016/j.tate.2003.06.001
  • Befort, C., Lynch, R., James, R. K., Carroll, S. L., Nollen, N., & Davis, A. (2008). Perceived barriers and benefits to research participation among school administrators. Journal of School Health, 78(11), 581-586. doi:10.1111/j.1746-1561.2008.00349.x
  • Bélanger, M., & Richard, V. (2017). L’éthique de la recherche en contexte de classe: des moyens d’actualisation de la responsabilité des enseignants du secondaire envers leurs élèves. Éducation et Francophonie, XLV(1), 155-173.
  • Bérubé, B. (2005). L’accès à la recherche en enseignement et son utilisation dans la pratique. Retrieved from http://cse.gouv.qc.ca/fichiers/documents/publications/EtudesRecherches/50-2099.pdf
  • Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358–388. doi:10.1093/applin/amp007
  • Broadhead, R. S., & Rist, R. C. (1976). Gatekeepers and the social control of social research. Social Problems, 23(3), 325-336.
  • Broekkamp, H., & van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13(3), 203-220. doi:10.1080/13803610701626127
  • Brown, C., Guillet de Monthoux, P., & McCullough, A. (Eds.). (1976). The access-casebook: Social scientists account for how to get data for field research. Stockholm: THS.
  • Burgess, R. G. (1991). Sponsors, gatekeepers, members, and friends: Access in educational settings. In W. B. Shaffir & R. A. Stebbins (Eds.), Experiencing fieldwork: an inside view of qualitative research (pp. 43-52). Newbury Park: SAGE.
  • Clark, T. (2008). ‘We’re Over-Researched Here!’: Exploring accounts of research fatigue within qualitative research engagements. Sociology, 42(5), 953-970. doi:10.1177/0038038508094573
  • Clark, T. (2010a). Gaining and maintaining access: Exploring the mechanisms that support and challenge the relationship between gatekeepers and researchers. Qualitative Social Work, 10(4), 485-502. doi:10.1177/1473325009358228
  • Clark, T. (2010b). On ‘being researched’: Why do people engage with qualitative research? Qualitative Research, 10(4), 399-419. doi:10.1177/1468794110366796
  • Clark, T., & Sinclair, R. (2008). The costs and benefits of acting as a research site. Evidence and Policy, 4(1), 105-120. doi:10.1332/174426408783477855
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York: Routledge.
  • Cousins, J. B., & Chouinard, J. A. (2012). Participatory evaluation up close: An integration of research-based knowledge. Charlotte: Information Age Publishing.
  • Cousins, J. B., & Walker, C. A. (2000). Predictors of educators' valuing of systematic inquiry in schools. The Canadian Journal of Program Evaluation, 15(Special edition), 25-52.
  • Crowhurst, I. (2013). The fallacy of the instrumental gate? Contextualising the process of gaining access through gatekeepers. International Journal of Social Research Methodology, 16(6), 463-475. doi:10.1080/13645579.2013.823282
  • Crowhurst, I., & kennedy-macfoy, m. (2013). Troubling gatekeepers: Methodological considerations for social research. International Journal of Social Research Methodology, 16(6), 457-462. doi:10.1080/13645579.2013.823281
  • Delamont, S. (2016). Fieldwork in educational settings: Methods, pitfalls and perspectives (3rd ed.). London: Routledge.
  • Denscombe, M., & Aubrook, L. (1992). `It's just another piece of schoolwork': The ethics of questionnaire research on pupils in schools. British Educational Research Journal, 18(2), 113-131. doi:10.1080/0141192920180202
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks: SAGE.
  • Drill, K., Miller, S., & Behrstock-Sherratt, E. (2013). Teachers' perspectives on educational research. Brock Education Journal, 23(1), 16-33. doi:10.26522/brocked.v23i1.350
  • Emmel, N., Hughes, K., Greenhalgh, J., & Sales, A. (2007). Accessing socially excluded people - Trust and the gatekeeper in the researcher-participant relationship. Sociological Research Online, 12(2). doi:10.5153/sro.1512
  • Everton, T., Galton, M., & Pell, T. (2000). Teachers' perspectives on educational research: knowledge and context. Journal of Education for Teaching, 26(2), 167-182. doi:10.1080/02607470050127081
  • Feldman, M. S., Bell, J., & Berger, M. T. (2003). Gaining access: A practical and theoretical guide for qualitative researchers. Walnut Creek: Rowman & Littlefield.
  • Fiedler, J. (1978). Field research: A manual for logistics and management of scientific studies in natural setting. San Francisco: Jossey-Bass.
  • Glazer, M. (1972). The research adventure: Promise and problems of field work. New York: Random House.
  • Gore, J. M., & Gitlin, A. D. (2004). [RE]Visioning the academic–teacher divide: Power and knowledge in the educational community. Teachers and Teaching: theory and practice, 10(1), 35-58. doi:10.1080/13540600320000170918
  • Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice (3rd ed.). London: Routledge.
  • Harrington, B. (2003). The social psychology of access in ethnographic research. Journal of Contemporary Ethnography, 32(5), 592-625. doi:10.1177/0891241603255677
  • Heath, S., Charles, V., Crow, G., & Wiles, R. (2007). Informed consent, gatekeepers and go‐betweens: Negotiating consent in child‐ and youth‐orientated institutions. British Educational Research Journal, 33(3), 403-417. doi:10.1080/01411920701243651
  • Hemsley-Brown, J., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449-470. doi:10.1080/0305498032000153025
  • Homan, R. (2001). The principle of assumed consent: The ethics of gatekeeping. Journal of Philosophy of Education, 35(3), 329-343. doi:10.1111/1467-9752.00230
  • Huberman, M. A. (1989). Les phases de la carrière enseignante. Revue française de pédagogie, 86(1), 5-16. doi:10.3406/rfp.1989.1423
  • Joram, E. (2007). Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education. Teaching and Teacher education, 23(2), 123–135. doi:10.1016/j.tate.2006.04.032
  • Jupp, V. (Ed.) (2006). The Sage dictionary of social research methods. London: SAGE.
  • Landry, R., Becheikh, N., Amara, N., Ziam, S., Idrissi, O., & Castonguay, Y. (2008). La recherche, comment s’y retrouver? Revue systématique des écrits sur le transfert de connaissances en éducation. Retrieved from http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/statistiques_info_decisionnelle/LaRechercheCommentSYRetrouver.pdf
  • Miller, T., & Bell, L. (2012). Consenting to what? Issues of access, gate-keeping and 'informed' consent. In T. Miller & M. Birch (Eds.), Ethics in qualitative research (2nd ed., pp. 60-75). London: SAGE.
  • Paillé, P., & Mucchielli, A. (2013). L'analyse qualitative en sciences humaines et sociales (3rd ed.). Paris: Armand-Collin.
  • Reeves, C. L. (2010). A difficult negotiation: Fieldwork relations with gatekeepers. Qualitative Research, 10(3), 315-331. doi:10.1177/1468794109360150
  • Rosenthal, R., & Rosnow, R. L. (2009). The volunteer subject. In R. Rosenthal & R. L. Rosnow (Eds.), Artifacts in behavioral research. Oxford: Oxford University Press.
  • Schatzman, L., & Strauss, A. L. (1973). Field research: Strategies for a natural sociology. Englewood Cliffs: Prentice-Hall.
  • Shkedi, A. (1998). Teachers' attitude towards research: a challenge for qualitative researchers. Qualitative Studies in Education, 11(4), 559-577. doi:10.1080/095183998236467
  • Troman, G. (1996). No entry signs: Educational change and some problems encountered in negotiating entry to educational settings. British Educational Research Journal, 22(1), 71-88. doi:10.1080/0141192960220105
  • Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316. doi:10.1080/01411920902919257
  • Wanat, C. L. (2008). Getting past the gatekeepers: Differences between access and cooperation in public school research. Field Methods, 20(2), 191-208. doi:10.1177/1525822X07313811
  • Wax, R. H. (1952). Field methods and technique: Reciprocity as a field technique. Human Organization, 11(3), 34-37. doi:10.17730/humo.11.3.6660865434817686
  • West, J. (2017). Access, sites and settings. In D. Wyse (Ed.), The BERA/SAGE handbook of educational research (pp. 547-570). London: SAGE.
  • Williams, D., & Coles, L. (2007). Teachers’ approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49(2), 185-206. doi:10.1080/00131880701369719
There are 49 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Vincent Richard This is me

Michel Bélange This is me

Publication Date May 15, 2018
Published in Issue Year 2018 Volume: 4 Issue: 2

Cite

APA Richard, V., & Bélange, M. (2018). Accepting Research: Teachers’ Representations of Participation in Educational Research Projects. International Journal of Educational Methodology, 4(2), 61-73. https://doi.org/10.12973/ijem.4.2.61