Critical Appraisal of Research Methods in Education: An Americas Perspective

Session Type: Invited Speaker Session

Abstract

Paul Hanus, a Harvard University professor generally considered to be the founder of the Harvard School of Education, argued that “we are no longer disputing whether education has a scientific basis; we are trying to find that basis”. The aims of this symposium are congruent with Hanus´ claim. In some Latin American countries, the most common approaches for analysing educational problems have been those related to a qualitative methodology and ethnography (CERI-OCDE, 2004). There is a lack of quantitative and quasi-experimental analyses, while other regions and countries have cultivated this tradition. Without claiming supremacy among methods, it is necessary to question why there are different approaches if different countries usually share common problems. Are scientific traditions changing in the same way as societies evolve? The 2018 AERA Annual Meeting provides a good opportunity and a stimulating atmosphere to accomplish such purpose.

This symposium aims to stimulate an open discussion about research methods in education and to envisage transformed ways to analyse education in the Americas.

This symposium brings together scholars from Brazil, Peru, Mexico and the United States with the intent of reflecting and commenting on their research experiences. What kind of methods and techniques have they applied with what underlying assumptions? To what extent were these methods potentially appropriate for understanding educational problems and for accurately and reliably addressing an issue? What are the main research traditions in Latin America for examining social problems? Is there an ideological movement in education that has obscured objectivity and reality? By discussing different methodologies and practical applications, this symposium will try to address such questions.
Structure of the session (three 30 minute sessions)

(1) What kind of research methods have we used in our research? To what extent were these methods potentially accurate to address our research questions? What were the main merits and limitations of such methods?

(2) Could the same research questions be addressed by different methodologies? What would be the main constraints to apply renovated research methods?

(3) Is there an ideological atmosphere in some Latin American countries that might block methodological advancement? Could the current funding schemes be supporting a dominant or “hegemonic” way to research educational? Final summary.

Sub Unit

• Americas Education Research Network

Chair

• Gustavo E. Fischman, Arizona State University

Participants

• Patricia Ames, Pontificia Universidad Católica del Perú

• Dalton F. Andrade, Federal University of Santa Catarina

• Claudia Navarro, Tecnológico de Monterrey, Mexico

• Pedro Alejandro Flores-Crespo, Universidad Autónoma de Querétaro