Changing Conceptions in Educational Problems

Question: Discuss about the Changing Conceptions in Educational Problems. Answer: Introduction According to Tuckman Harper (2012), educational research tries to solve the queries that specifically deal with educational problems. For example, if the topic is influence of Victorian era in the English poetry and one is facing difficulties in making out the Victorian style of English language writing, the research work would include gathering of the following data: To what extent it is different from the other genres of writing How much the society, culture, economy and politics exercise its influence on the development of the specific writing style What were the socio-cultural-economic and political background of the poets What were the new elements that were added to the writing style of the poetry? It will include the advent of any new trend in poetry. Duncheon Tierney (2013) described that the objective of research is nothing but enhancing the educational process through problem solving. However, Lysenko et al (2014) made an interesting point in this context. Lysenko et al (2014) opined that the activity involved in educational research develops in educational situations a systematic and scientific behavior. It is only through research that an educator can achieve his desired objectives. Discussion For a better understanding of the whole concept, two articles related to educational research will be discussed. The article by Marsh Seaton (2013) has described the types of educational research. The various types of educational research are the various methods through which educational research is conducted. The article has outlined multiple issues related to educational research. Educational research encompasses a broad area of study including philosophy, psychology, sociology and many more. Such a vast range is the reason behind the overlapping in disciplines from which one has to decide the specific methodology for a specific topic. Again, the outcomes of the study should be interpreted within the context of the specific area of study. Any conflict and overlapping cannot be determined as a researched outcome. This article has pointed out the various research methodologies. These are as following: Qualitative research Quantitative research Mixed research These methodologies are sub-divided into multiple types, which are followed by an educational researcher. Qualitative research methodology is an inductive process that involves the analysis of non-countable data. Qualitative research tries to find out the themes, patterns, and holistic features of a study. A common qualitative research includes the content analysis, observations of narrative or comments, focus groups, surveys and interviews. Based on the various components one can sub-divide the types into the following: Case Study Narrative Research Historical Research Ethnographic Phenomenological Research If the researcher develops his research outcomes after analyzing any case study of an incident, analyzes historical events or facts that are discussed in history, and gather information by taking interviews, he has used the Qualitative method. Another process is Quantitative method, which considers the numerical data to analyze statistical relations. Types of Quantitative research include the following: Descriptive survey research Experimental research Single-Subject research Casual-Comparative research Correlational research Meta-analysis The surveys conducted in Quantitative research are closed-ended, whereas in the Qualitative research, it is open-ended in which, the researcher directs his objectives towards the subjects of the research. However, research methodology can involve both the qualitative and the quantitative data. This methodology is known as Mixed Research. Both the types are included into the different phases of the procedure. Such an approach of research methodology is a new school of thought that emphasizes the importance of scientific method in an educational research. In the field of social research, this approach is termed as Triangulation. This article has analyzed the two types of mixed methodology. These are the following: Action Research: a research to solve an immediate problem by a group of people for improving the research method Program Evaluation: A systematic research method that collects, analyzes, and answer questions about projects and policies The next article to be discussed is written by McKenney Reeves (2012) has highlighted the various characteristics of educational research. They have focused on the discussion done by Gary Anderson. He has outlined ten aspects found in educational research. These are the following: It attempts to solve a problem It gathers primary and secondary data It is based on empirical evidence or observable experience Research should involve accuracy in observation and analysis It should have carefully designed structure It demands the expertise in the technical skill, methodology; it tries to solve a problem It stresses on principles of theories, development of generalizations leading to understanding and control of the subject Research aims at finding an objective and achieves an unbiased solution It is a deliberate and slow activity, which has a direction. However, it often refines the problem during the progression of the research Research should be recorded and reported properly This article also focused on the two main approaches on the educational research. There is a basic approach and an academic research approach. Whereas, the basic approach stresses on the search for the truth, the second approach refers to the direct application of the information. Conclusion The two articles discussed in the essay have elaborated various aspects of educational research. However, it is a broad area of study and researchers have tried to analyze multiple methods through which the researcher conducts his research. An effective research should involve a systematic approach; otherwise, the research outcomes will not be satisfactory. An educational research is an important element for enrichment of the academic study. However, a wrong approach and hurried method increases the level of inaccuracy. References Duncheon, J. C., Tierney, W. G. (2013). Changing conceptions of time implications for educational research and practice. Review of educational research, 0034654313478492. Lawson, M. A., Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 0034654313480891. Lysenko, L. V., Abrami, P. C., Bernard, R. M., Dagenais, C., Janosz, M. (2014). Educational research in educational practice: predictors of use. Canadian Journal of Education/Revue canadienne de l'ducation, 37(2), 1-26. Marsh, H. W., Seaton, M. A. R. J. O. R. I. E. (2013). Academic self-concept.International guide to student achievement, 62-63. Tuckman, B. W., Harper, B. E. (2012). Conducting educational research. Rowman Littlefield Publishers. Marsh, H. W., Seaton, M. A. R. J. O. R. I. E. (2013). Academic self-concept.International guide to student achievement, 62-63. McKenney, S., Reeves, T. C. (2012). Conducting educational design research.