Research study analysis

Running Heading: Research Theory Analysis: Critical Theory Perspective Research Theory Analysis: Critical Theory Perspective of Instructor]
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METHODOLOGY USED BY THE RESEARCHER IN THE RESEARCH STUDY:
The researcher has used the action research in order to conduct the research study for finding ways and methods of improving the student learning. Researcher has used the qualitative research methodology in order to investigate and explore the experiences and feedback of the research participants. Action research was used by the researcher along the feedbacks of the participants and related them with the provincial testing results. The opinion of teachers and instructors were used as the teachers and instructors are the most important element in the process of educational development. The boards of two different schools took part in the action research. Each board consists of different secondary and elementary schools. The board worked with other staff members on the action research for around six years (Widemen, Delong, Morgan, & Hallet, 2003).
All researchers and participants associated with the research report worked collectively and contributed in the different phases of the research analysis, including data collection and devising final research report. All participants took part in different meetings, conferences, and workshops. All conversations of the meetings and conferences were recorded. Along with this all participants filled a questionnaire and also a written report was presented by all participants at the end of the research study. This allowed to collect the data and information in effective and efficient manner. Similarly, different researchers participated in the informal and formal phases of the data collection (Widemen, Delong, Morgan, & Hallet, 2003).
CONSISTENCY OF THE METHGOLOGY WITH THE PHILOSOPHICAL ASSUMPTIONS OF CRITICAL THEORY:
Critical theory research has been mostly used in the field of social research. In this research method the importance is given to the actual behavior of the research participants who can directly relate with the topic under investigation (Carspecken & Apple, 1992). Critical theory research is conducted by generating critiques and viewpoints of the participants about the issue under consideration (Kincheole & McLaren, 2002).
Same was the case in the research study being discussed in this paper. Teachers and other educational staff took part in the action research to evaluate the current learning process and coming up with methods and techniques to improve the student learning. The teachers presented their own ideas and critiques about the research topic and presented their own conclusions and analysis (Widemen, Delong, Morgan, & Hallet, 2003). This allowed the researchers to come up with appropriate recommendations on the basis of the knowledge and experience of the research participants.
SOCIAL ACTION RESULTED FROM THE STUDY:
The research study contributed in improving the educational development and learning process. Different teachers and instructors presented their own findings and conclusions in order to improve the overall educational and learning process. This facilitated the researchers and educational analysts in the process of devising and implementing strategies for improving the learning system in the schools and educational institutions. The action research approach towards the study helped in generating more realistic and authenticated findings and conclusions from the research study. Apart from this, the teachers and instructors who participated in the research were able to implement the findings in their respective schools and educational institutions on individual basis. Hence, the research study generated positive social action for the betterment of the whole society.
REFERENCES
Carspecken, P., & Apple, M. (1992). ‘ Critical Qualitative Research: theory, methodology, and practice’. In The Handbook of Qualitative Research in Education, Edited by Margaret D. LeCompte, Wendy L. Millroy and Judith Preissle. San Diego: Academic Press, 507-553
Kincheole, J., & McLaren, P. (2002) ‘ Rethinking Critical Theory and Qualitative Research’. In Ethnography and Schools: qualitative approaches to the study of education, Edited by Yali Zou and Enrique T. Trueba. Boston Way, Lanham, Maryland: Rowman & Littlefield Publishers, Inc.
Widemen, R., Delong, J., Morgan, D., & Hallet, K. (2003). An Action Research Approach to Improving Student Learning Using Provincial Test Results. Education Quality and Accountability Office. Retrieved February 22, 2012, from