How Do We Make the Research Process Transparent? Exploring the Pathway From Resource to Reasoning

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Abstract

This paper critically examines the research process of a design-based research study in Singapore, unpacking key design, ethical and pragmatic issues. The research investigated primary students’ feedback practices and classroom participants’ beliefs, which involved a teacher-researcher collaborative intervention with design principles guiding the classroom iterations. Key findings include the need to maintain and sustain a positive working relationship with teachers; considering teachers’ buy-in, workload and time constraints; providing space for teachers to (re)consider their teaching decisions and sustaining teacher participation. Importantly, the study elucidates the usefulness of exploring the pathway from resources to the reasoning of research participants, yielding insights not easily captured by empirical data. The study foregrounds more space for examining research findings in light of the research process.

Author

• Fatema Anis Hussain, National Institute of Education - Nanyang Technological University