Notice bibliographique
Résumé
Abstract This article explores different senses of the concept of meaning in educational research, presenting 'meaning' as personal (the researcher's quest for meaning through research), contextual (meaning in relation to linguistics and culture) and shared (through communication), offering illustrative examples from the literature and from her own work. ********** Why Do We Perform Educational Research? When I was finishing my undergraduate degree in anthropology thirty years ago, the professor of our cultural anthropology course gave us a provocative assignment for our final paper. We were supposed to ask, and attempt to answer, one of the great, unanswered questions in cultural anthropology. Flirting with youthful cynicism on the one hand, and beginning a genuine search for meaning on the other, I entitled my paper, One of the great, unanswered questions in cultural anthropology: Why are we doing The details of my answer are long forgotten in the dustbin of essay history, but the gist of it was an attempt to find human significance in the description and analysis of cultures. Looking back, I blush at the naive presumption that I could answer such a question, but the question itself, why are we doing has recurred, sometimes at a hum and sometimes at a roar, for most of my professional life. Why, collectively, do we perform educational research? At first glance the answers seem clear. We want to learn about effective programs and teaching methods to help students learn. We want to discover relationships between variables in educational settings to plan interventions. We want to understand cultural contexts of schools to create schools that embody justice and reduce prejudice and inequality. From the individual researcher's perspective we investigate topics about which we are curious or passionate; as well, we do research because it is an integral part of the academic role and a central factor in academic promotion. We may sometimes be paid or co-opted to do research in a setting that we did not choose out of personal-professional interest, but I think examination of most researchers' work over years or decades will offer substantial revelation of what is important to those people. A researcher's voyage may be long, the seas calm or stormy, the tides of circumstance insistent, but the journey is driven at least in part by the winds of ontological longing. Individually and collectively, we do educational research as part of a quest for meaning. Meaning is Personal Most difficult to define, what might be called ontological meaning involves the individual quest to find and make meaning in the daily activities of one's life. It is the quest to answer the individual form of the question posed in my forgotten essay. Why am I doing this? Why am I living my life this way, taking this path and not some other? It may be a useful kind of reflection for a researcher to examine the motivations and turning points in his or her career trajectory. In my own case, since I came to live in Israel my quest for meaning has become sharper, more urgent, the motivation for doing research more keenly focused. Moving from crisis to tragedy to crisis in this tiny country, I want my work to mean something, to me, to my grandchildren, to others. For the first time, I am an outsider, trying to find my way in, rather than a native taking so much for granted. When I lived in Canada my concerns were related but different; in a less intense setting I sought through research to understand teachers' knowledge and the nature of school culture. Now I ask, what happens in schools in this region? How do we teach about violence and non-violence, about respect, courage and difficult decisions? What is the role of schools in this regard, and can schools counteract other influences? At every stage human beings seek to animate the details of their lives with spirit, with connection. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».