http://www.homemade-productions.com/unique-video-productions-texas/
Oral history: a viable methodology for the 21st Century Research Educational Administration: National Impact
Oral History: A viable methodology for the 21st Century
Research Administration for Education: Impact national
_______________________________________________________________________
ABSTRACT
This article identifies 21 three realities century redefining research in educational administration: 1) the growing need for authenticity and relevance in the treatment and the problem of the school community solving contexts, 2) the need for a research method that allows the kind of in depth interviews of knowledgeable personnel with a minimum of Institutional Review Board (IRB) oversight, and 3) a methodology that can be facilitated by emerging technologies. Oral history has been used in many disciplines, but has rarely been used in educational administration. It offers some promise and the authors suggest possible uses and interpretations of the history of a project proposed by the oral and an oral history project is completed.
______________________________________________________________________________
Purpose of Article
The aim of this paper is to examine the history oral interviews and historical research as a viable research method within the large family of research methodologies in educational administration and leadership education. The evolution of research methodology in educational administration has been influenced by the shifting paradigms, evolution needs, thereby increasing the Institutional Review Board (IRB) oversight and technological change. Research Management Educational differs from other disciplines in that it involves the possibility of finding new and innovative uses for research findings to solve problems and decision making in schools.
Research in Education Administration during processing
research administration for education has undergone a very last century. principles of business from industry dominated the first half of the 20th century education administration thought. During the 1950s and 1960s various social science methods and concepts form a new generation of thought school administration and research methodology (Campbell, Fleming, Newell & Bennion, 1987, Murphy 2003, Fall). science methodologies in the late 1980s professional and social issues were completed but not replaced by qualitative methods drawn from anthropology. Action research fills yet another niche Education Research Administration. It takes less emphasis on formal theoretical constructions while focusing on faith, the collection of data on campus, and solving problems. This growth continues in the acceptance of research methods from other disciplines has been described by Campbell, and AL:
Educational administration is an applied field rather than an academic discipline. He does not shoot a single body of literature, or use a unique set of scientific tools … a scope must maintain a vital interest, not only with increased knowledge, but also to improving the practice … Also … an applied field should be concerned with problems in their entirety – in Based on the methods of several disciplines. (1987, p. 3)
Not all influences on research education administration the 21st century have been methodological. An increase in National Institutional Review Board (IRB) has strongly influenced the monitoring research administration education (Herrington & Kritsonis, 2006). There are still large differences between universities regarding the extent to which educational research is subject to IRB oversight. Some universities exempt educational science and monitoring IRB completely, particularly those studies aimed to examine quality improvement in educational institutions or action research used for classroom instruction. Some universities require a full investigation of all aspects of research regardless of the method or intended uses of data. Navigating the maze IRB restrictions at some institutions has led to the avoidance of certain research methodologies or populations and, in some instances led the research activity quite small (Herrington & Kritsonis, 2006).
Technology has made most forms of research much more practical and feasible. For example, more user-friendly Windows or UNIX statistical software such as Stat-Pac (Statistical Package for Social Sciences (SPSS), SAS and replaced by hand-calculations, the punched card readers data, the central computer and statistical software versions. Qualitative researchers have access to software coding as HyperRESEARCH 2.6 NVIVO 7 Computer Aided Qualitative Data Analysis (QAQDAS 07) to help high-volume coding qualitative data capabilities. Audio and video recording equipment, imaging equipment and related software will continue to be developed to record the oral history, however, analog recordings continue to be preferred by professionals oral history more.
The challenge for researchers in education in the 21st century is to select a method that can provide a context appropriate to discuss education issues in specific contexts that are reliably and accurately kept. The methodology must also produce a study that is achievable within a reasonable, affordable, and must comply with ethical requirements or minimize the need for control of the IRB.
A Methodology waiting
Charlton (1985) defines history Oral as "the recording and preservation of planned interviews with selected individuals able to relate the collected memory and thus facilitate Reconstruction of the past "(p.2). Baum (1978) defines oral history as:
1. a tape recorded interview or interviews, in the form of questions and answers,
2. Led by an interview that has some, and preferably the more the better, the knowledge of the subject discussing,
3. As a responsible maintenance, someone who knows what he or she speaks of personal participation or observation (sometimes we afford a second-hand account)
4. subjects [historical or community] …
5. Accessible, finally, banded and / or transcripts in a wide range of researchers. (Pp 389-390)
The value of oral history for researchers education and practitioners is in the background that may be provided by credible actors who are able to enrich the understanding solving the immediate problem context or that can draw parallels with other contexts. Sometimes, tragic events or phenomena significant need to give voice to silent observers or groups who know the true nature of the problem of interest, but have never been consulted by historians and policy makers. For example, ethnographic changes in recent years have created major cultural dividing lines in communities and schools that are challenging long-held assumptions of teachers and administrators about their student clients.
An example is found in the old rural and suburban school campus now than in 1995-2004 comparison revealed demographic changes following among students and teachers. In 1995, only 17 percent of students on this campus from the city center were Hispanic, 15 percent were African American, 65 percent of students were Anglo. The teacher demographic performances were similar. Decade by 67 per cent of students were Hispanic, 17 percent are African American, but only 16 students were Anglo. Demography teachers have remained relatively unchanged over the same 10 years.
Conversations with parents, teachers and administrators revealed unexpected demographic differences that occurred during the period of ten years before led to increased racial tensions in which teachers / Students and teachers / parents conflicts occur. The performance of Hispanic students continued a downward spiral, absenteeism and dropout are increasing, and disciplinary alternative education placements were on the rise. These realities put the district in danger of losing its position based on criteria and statewide standards NCLB. It was a phenomenon that has been documented through interviews oral history and the results made available as a case for other districts. In this case, a number of interventions might be possible in the short term, but a comprehensive and effective planning long MTP informed by carefully conducted oral history, providing a useful context and history of the community of the community who can provide answers to work with all parties concerned by the problem.
Another example is the fact that during the 1960s and 1970s, the cornerstones of education and experience for the first generation of Mexican-American university and college presidents and chancellors in the state of Texas and the nation have been put in place within an educational and cultural environment of South Texas who was hostile to the aspirations and future progress of Latinos (Herrington, 1993, August). What can be learned on education and mentoring experiences of these highly successful people is invaluable for educators and other persons minorities makes this business decisions and education.
These two scenarios very real, though independent connectivity. There are lessons that teachers and administrators at the school during dramatic demographic changes (proposed study but not yet implemented) could learn from the study of South Texas to the success of Hispanic students who grew up in communities 30 and 40 years earlier resembled their current demographic and cultural realities. The communities already struggling to cope with the realities of change Permanent demographic landscapes can learn much from their predecessors in South Texas, precisely because these experiments have already been recorded and transcribed for future reference (Herrington, 1993, August). The thoughts and feelings of those individuals who succeed on their Hispanic experiences, parents, teachers and mentors (many of whom were Anglo and Hispanic) are eloquently recorded and transcribed for posterity. Their personal stories reveal strategies and important people who, once extended a helping hand.
In both cases, the methodology This oral history may be the only way of preserving information otherwise inaccessible. Regarding the oral history Hoffman (1974) wrote:
Its biggest advantage … is that it makes possible the preservation of the life experience of people who have no time … to write their memories … Interviews with people who were foot soldiers in the various important movements for social change, but been hitherto unrecorded can now be preserved and therefore their impact assessed. (P. 26)
The role of history in the education reform
Researchers have identified several uses of history in educational research. History can contribute to the implementation of welfare reform, predicting trends future, or to influence practice through training of educators (Borg and Gall, 1983). In comparing the work of the historian to that of psychotherapist Borg et al noted that history has a liberating role especially for educators:
For Freud, neurosis is the inability leave the past, the burden of its history. What is deformed and pushed back is eternally reenacted. The psychotherapist task is to help the patient to reconstruct the past. In this regard, the aim of the historian looks at the therapist – to free us from the burden of the past helping us to understand it. (P. 802)
It is our common understanding of history and ability to learn from our past common that distinguishes man from all other creatures. Wector (1957, August) wrote:
Monkey with a pile of empty boxes and a banana hanging out of reach soon learns from his own experience. But the man only learns from the experience of others. History makes this possible. In the broadest sense, everything we know is history. More exactly, the roadmap of the past. (P. 24)
History is our collective memory. The ability to use history and extract useful generalizations and theories of human is unique. Without a record of the past, we are left to navigate the course of life without the help of those who preceded us.
In an essay published posthumously convincing Kennedy (1964, February) due to several reasons for examining the historical record. He noted:
There is little that is more important … without [history] … [A] is uncertain and defenseless before the world, knowing neither where he came from or where it goes. With this knowledge, it is no longer alone, but draws a much greater force than his own experience accumulated in the past and vision of the future cumulative. (P.3)
Ethics Monitoring oral history
And Technological considerations
Background history of research, particularly oral interview provides the context and clear precedents that can be explored and considered for educational policy and practice. Educational researchers and IRB Council members could wince at the idea of preserving recorded interviews. This practice seems at odds with the ethical provisions preserving the anonymity research subjects. This is where the difference between oral history interviews and other methods is important. Unlike any discipline or methodology, oral history interviews requires the words of a particular named individual connected in time and place through the registration data on audio cassettes, video cassettes, pictures, documents and transcripts conserved to be accessible for historical verification (Dunaway, DK & Baum, 1984).
To address this concern ethics, the Organization of American Historians (OAH) and Oral History Society (OHS) in October 2003 successfully asked the Office of the United States in search of Protection (OHRP), part of the Department of Health and Human Services, by a special research of oral history interview. They are especially concerned by the oral history projects that do not involve the type of research defined by HHS regulations. It was determined that certain projects history Oral may not fall under the rule "common" (45 CFR Part 46) define research as "a systematic investigation, including development research, testing and evaluation, designed to develop or contribute to generalizable knowledge. According to the Organization of history oral (2003, November):
This type of research involves standard questionnaires with large samples of people who remain anonymous and not not open-ended interviews with identifiable individuals who give their interviews with "informed consent" that characterizes the history Oral. Only those oral history projects that conform to the regulatory definition of research must now submit their research protocols for review IRB. (P. 17)
An advantage of the oral history interview, so if the study is carefully designed, is that monitoring the IRB has become much less restrictive than for other methods.
Concluding Remarks
In conclusion, the methodology of oral history is technology intensive. New technologies and 21st century technology Existing continue to simplify and expand the capacity of oral history, both for gathering information and reporting in a variety of formats. Digitization of voice, image, video, text and materials have greatly reduced the processing time and production produce and present the results of oral history.
Finally, oral history interviews, more than ever, has an enormous potential to give to hear from people dumb, but important in the arena of social change – including community and school. To make further changes in our systems School education officials and researchers have learned to find ways to hear these voices unpublished. Well-designed studies that seek these voices of people who have given informed consent may provide historically and contextually rich information specific time and place with minimal oversight of the IRB. Finally, technology is expanding the repertoire of formats for archiving and presentation very useful and usable knowledge to promote school improvement.
References
Baum, WK (1978). The expanding role of the librarian in the oral history. Conferences Library
6, 33-43. In Dunaway, DK & Baum, WK (Eds.), Oral history: An interdisciplinary anthology pp. 387-406). Nashville, TN American Association: for State and Local History Oral History Association.
Borg, WR & Gall, MD (1983). Research in Education (4th ed.). New York: Longman.
Campbell, RF, Fleming, T., Newell, LJ & Bennion, JW (1987). A History of Thought
and practice in educational administration. New York: Teachers College Press.
Charlton, TC (1985). The oral history of the Texans (2nd ed.). Austin, Texas: Texas Historical
Commission.
Dunaway, DK & Baum (1984). Oral history: An interdisciplinary anthology. Nashville
TN: American Association for State and Local History Assocociation and oral history.
Harrington, DE (1993). Barriers, influences and challenges of leadership of some
Mexican-American senior administrators in southern Texas public higher education, 1970-1990. Unpublished doctoral thesis. College Station, Texas: Texas A & M Universi
Harrington, DE & Kritsonis, W. (2006). A national perspective to improve
working relationships between educational researchers and Institutional Review Council members. National Forum for Educational Research Journal, 19 (3), 1-5.
Organization of American Historians (2003, November). History Oral excluded from IRB
Review. OAH Newsletter, 31 (3), 17.
Wector, Dixon (1957, August). History and how to write it. American Heritage, 8 (5), 24-27 87.
About the Author
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Tornado video from Tulia, TX – from a different angle!