By Christina Hughes
The methods and practices of the dissemination of study findings are particularly missed fields within the study tools literature. but disseminating and utilizing our findings are major explanation why we adopt study. Organised in 3 components, this article presents an available, seriously knowledgeable and updated evaluation of key features of dissemination.
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Extra resources for Disseminating Qualitative Research in Educational Settings
On the other hand there is a recognition that it is not possible to exert absolute control over whether, or how, ideas and practices are taken up. This tension, between seeking to exert control and at the same time recognizing the host of meanings, personal investments, the problematics of communication and the politics of social research, is evident in the variety of models of dissemination discussed in this chapter. In this respect, there are three intertwined features of research that have impacted on the development of dissemination models.
As research methods textbooks will testify, both qualitative and quantitative research designs tend to view dissemination as an end point to field or survey work. The case studies in this text actually challenge this view in respect of qualitative research. Because of the closeness that qualitative research designs require between researcher and respondent, these case studies demonstrate how dissemination is part of the everyday of qualitative research. Nevertheless, in terms of formal design, we need to look towards those who undertake more participatory forms of research to find recognition that dissemination is an integral part of the research process.
Crotty (1998) suggests that we can understand this paradigm in two main ways. First, it offers a critique of the paradigms of positivism and interpretivism in terms that, whilst they seek to offer a way of knowing the social world, are not critical of the status quo. Secondly, critical inquiry is based on a conflict model of society that is concerned with social change. Crotty comments therefore that ‘Critical inquiry [is not] a research that seeks merely to understand [it is] a research that challenges .