Advertisement

Re-searching Methods in Educational Research: A Transdisciplinary Approach

  • M. Jayne Fleener
Chapter

Abstract

Educational research has arrived at a critical juncture in its ability to address the most intractable problems of public education. While critics point to the lack of impact educational research has had on policy and practice as evidence that the problem lies in a commitment of educational researchers to make a difference in the real context of schools, there is a more fundamental flaw with our ability to conduct meaningful educational research that requires a shift in our thinking about the goals of educational research. The flaw is in a logical system that attempts to reduce complexity, eliminates outliers, assumes that students fall along a normal curve, and infers causality as relationships unfold. To address the problems of education, our research needs to “step out” of our current consciousness and approach the challenges from a different kind of understanding.

Keywords

Complexity Systems approach Research methods Purpose of education Transdisciplinary research Education innovation Scaling innovation Education policy Collaborative research Multidisciplinary Paradigms Research culture 

References

  1. Bateson, G. (1972). Steps to an ecology of mind. Chicago: University Chicago Press.Google Scholar
  2. Bateson, G. (1979). Mind and nature: A necessary unity. New York: Dutton.Google Scholar
  3. Bauer, H. H. (1994). Scientific literacy and the myth of the scientific method. Chicago: University of Illinois Press.Google Scholar
  4. Clarke, J., & Dede, C. (2009). Robust designs for scalability. In L. Moller, J. B. Huett, & D. M. Harvey (Eds.), Learning and instructional technologies for the 21st century (pp. 27–48). New York, USA: Springer.Google Scholar
  5. Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12.CrossRefGoogle Scholar
  6. Doll, W. E. (2005). The culture of method. In W. E. Doll, M. J. Fleener, D. Truett, & J. St. Julien (Eds.), Chaos, complexity, curriculum and culture: A conversation (pp. 21–75). New York: Peter Lang.Google Scholar
  7. Fleener, M. J. (1995). A survey of mathematics teachers’ attitudes about the calculator: The impact of philosophical orientation. Journal of Computers in Mathematics and Science Teaching, 14(4), 481–498.Google Scholar
  8. Fleener, M. J. (2002). Curriculum dynamics: Recreating heart. New York: Peter Lang.Google Scholar
  9. Fleener, M. J. (2004). Why mathematics?: Poststructural topologies and negative spaces. In M. Walshaw (Ed.), Mathematics education within the postmodern. Greenwich, CT: Information Age Publishing.Google Scholar
  10. Fleener, M. J., Carter, A., & Reeder, S. (2004). Language games in the mathematics classroom: Teaching a way of life. Journal of Curriculum Studies, 36(4), 445–468.CrossRefGoogle Scholar
  11. Forehand, C. (2005). To journey into creativity. Dissertation, University of Oklahoma.Google Scholar
  12. Freeman, S., Corn, J., Bryant, L., & Faber, M. (2015). Applying a scale research framework to an NSF math science partnership grant. Paper presented at the Conference on Using Continuous Improvement to Integrate Design, Implementation and Scale-Up, National Center on Scaling Up Effective Schools, Retrieved October 7–9, 2015.Google Scholar
  13. Gleick, J. (1987). Chaos: Making a new science. New York: Viking.Google Scholar
  14. Hatch, T. (1998). The differences in theory that matter in the practice of school improvement. American Educational Research Journal, 35(1), 3–31.CrossRefGoogle Scholar
  15. Jewett, L. (2005). Minding culture. In W. E. Doll, M. J. Fleener, D. Truett, & J. St. Julien (Eds.), Chaos, complexity, curriculum and culture: A conversation (pp. 277–297). New York: Peter Lang.Google Scholar
  16. Jörg, T. (2011). New thinking in complexity for the social sciences and humanities: A transdisciplinary approach. Berlin: Springer.CrossRefGoogle Scholar
  17. Lu, L. (2011). Making transitions: A multiple case study of mathematics classroom teaching reform in China. Dissertation, Louisiana State University.Google Scholar
  18. Maturana, H. (1980). Introduction. In H. Maturana and F. Varela, Autopoiesis and cognition: The realization of the living. Boston: Reidel.Google Scholar
  19. Maturana, H. & Varela, F. (1980). Autopoiesis and cognition: The realization of the living.Boston: Reidel.Google Scholar
  20. McCammon, L. (2011). Why I flipped my classroom. (video, found at http://www.fi.ncsu.edu/selected-resources/why-i-flipped-my-classroom/).
  21. Montuori, A. (2005). Gregory Bateson and the challenge of transdisciplinarity. Cybernetics and Human Knowing, 12(1–2), 147–158.Google Scholar
  22. Montuori, A. (2008). Foreword: Edgar Morin’s path of complexity. In E. Morin (Ed.), On complexity (pp. vii–xliv). Cresskill, NJ: Hampton Press, Inc.. Robin Postel, Trans.Google Scholar
  23. Morin, E. (2008). On complexity. Cresskill, NJ: Hampton Press, Inc.. Robin Postel, Trans.Google Scholar
  24. P21. (2009). Framework for 21st century learning. Washington, DC: Author. Retrieved September 14, 2015 from http://www.p21.org/our-work/p21-framework.
  25. Truett, D. (2005). Watercourses: From poetic to poietic. In W. E. Doll, M. J. Fleener, D. Truett, & J. St. Julien (Eds.), Chaos, complexity, curriculum and culture: A conversation (pp. 77–99). New York: Peter Lang.Google Scholar
  26. Umpleby, S. A., & Dent, E. B. (1999). The origins and purposes of several traditions in systems theory and cybernetics. Cybernetics and Systems: An International Journal, 30, 79–103. Retrieved September 14, 2015 from http://www.gwu.edu/~umpleby/recent_papers/1998_origins_purposes_several_traditions_systems_theory_cybernetic_1.htm.CrossRefGoogle Scholar
  27. Waldrop, M. M. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon and Schuster.Google Scholar
  28. Wikimedia Commons. (2015). Image of Sierpinski triangle. Retrieved September 14, 2015 from https://commons.wikimedia.org/wiki/File:Sierpinski1.png.
  29. Wittgenstein, L. (1953). Philosophical investigations. New York: MacMillan. G.E.M. Anscombe (Trans.).Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Friday Institute for Education Innovation, College of EducationNorth Carolina State UniversityRaleighUSA

Personalised recommendations