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Limited By:	Author = Murphy, Timothy;

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Reflection-on-action in qualitative research processes: deconstructing research and developing an honest critical self-appraisal rubric. (2018)

Stynes, Martin; Murphy, Timothy; McNamara, Gerry; O'Hara, Joe

Reflection-on-action in qualitative research processes: deconstructing research and developing an honest critical self-appraisal rubric. (2018)

Stynes, Martin; Murphy, Timothy; McNamara, Gerry; O'Hara, Joe

Abstract:

In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university programme where students engaged in directed experiential learning in group integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper ...

http://doras.dcu.ie/23100/

Marked Mark

Reflection-on-action in qualitative research: a critical self-appraisal rubric for deconstructing research (2018)

Stynes, Martin; Murphy, Timothy; McNamara, Gerry; O'Hara, Joe

Reflection-on-action in qualitative research: a critical self-appraisal rubric for deconstructing research (2018)

Stynes, Martin; Murphy, Timothy; McNamara, Gerry; O'Hara, Joe

Abstract:

In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university program where students engaged in directed experiential learning in group-integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper of...

http://hdl.handle.net/10344/6731

Marked Mark

Teacher well-being and diversity: a manual for teachers in diverse educational settings (2019)

O'Sullivan, Carol; Ryan, Sandra; O'Sullivan, Lisha; Masterson, Mary; Murphy, ...

Teacher well-being and diversity: a manual for teachers in diverse educational settings (2019)

O'Sullivan, Carol; Ryan, Sandra; O'Sullivan, Lisha; Masterson, Mary; Murphy, Timothy; Twomey, Kaye; Brennan, Sarah; Kearney, Lisa; O'Sullivan, Mary; Corry, John

Abstract:

no abstract available

http://hdl.handle.net/10344/9327

Displaying Results 1 - 3 of 3 on page 1 of 1