bookmarks (hide)57
- This review outlines the key ethical issues with which visual researchers need to engage, drawing on literature from established visual researchers as well as practical illustrations from current research projects being undertaken within the National Centre for Research Methods (NCRM). Its focus is on the ethical issues associated with research using photographs, film and video images (created by researchers, respondents or others) rather than other visual methods. It is intended as an introduction to assist researchers in identifying what ethical issues might arise in undertaking visual research and how these might be addressed. The review commences with an outline of research ethics frameworks, professional guidance, regulation and legal rights and duties which, to varying degrees, shape visual researchers’ ethical decision making. It then goes on to explore the core ethical issues of consent, confidentiality and anonymity and discusses the ethical considerations that these raise with examples of how these can be managed. The paper concludes with a brief discussion of the ethical issues raised in relation to the construction and consumption of images. The authors stress the importance of researchers engaging with theories (or approaches) to research ethics in their ethical decision making in order to protect the reputation and integrity of visual research.
- Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement—as well as writing and speech—are mobilized and orchestrated by teachers and students, and how this shapes learning contexts. Throughout the paper I discuss the issues raised by a multimodal perspective for the conceptualization of text and learning context, and how this approach can contribute to learning and pedagogy more generally. I suggest that attending to the full ensemble of communicative modes involved in learning contexts enables a richer view of the complex ways in which curriculum knowledge (and policy) is mediated and articulated through classroom practices.
- The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natura! complement to tradi- tional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods re- search, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the para- digm "wars" and incompatibility thesis, we show some commonali- ties between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model de- signs and mixed-method designs), and, finally, we explain mixed meth- ods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (com- pared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.
publications (hide)32
- British Educational Research Journal, 33 (5): 703--721 (2007)
- Reading Research Quarterly, 41 (4): 428--460 (2006)
- Journal of Computer Assisted Learning, 20 (3): 194--204 (2004)
- Learning, Media and Technology, 32 (3): 303-317 (2007)
- ReCALL, 20 (01): 35--54 (January 2008)
- Journal of Computer Assisted Learning, 24 (4): 348--358 (2008)
- Australian Journal of language and Literacy, 31 (2): 155-173 (2008)
- Written Communication, 25 (2): 166-195 (2008)
- Harvard University Press, Cambridge, (1978)
- Palgrave Macmillan, Houndmills, Basingstoke, Hampshire; New York, (2006)
- Longman, Harlow, (2002)
- Routledge, London; New York, (2009)
- Routledge, London; New York, (2006)
- Visual Communication, 1 (2): 171-195 (2002)
- Review of Research in Education, 32 (1): 241-267 (2008)
- Thinking Skills and Creativity, 3 (3): 177 - 191 (2008)Collaborative Creativity: Socio-cultural Perspectives.
- Language Learning, (2013)
- Science Education, 90 (1): 8--43 (2006)
- Science Education, 90 (4): 605--631 (2006)
- The TESOLANZ Journal,, (2005)
