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Questions (and Answers) about Your Education Research Project

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Mike Lambert

Moomal Hussain

khaleel Roberts

This qualitative investigation was undertaken to gain a deeper understanding of why adults initially break from education and then return. The project explored various reasons and factors which led to education being interrupted as well as examined what adults returning to education hope to gain in terms of qualifications, professional and personal development. Individual interviews were scheduled and carried out using open ended questions to obtain the responses of five returning adult learners. The data gathered was transliterated and collated into themes for analysis. On conducting this study it is evident that there are many barriers to education that can affect adults wanting to return to education. Many students find these barriers challenging and a hindrance to their educational aspirations and goals. On the other hand it was also reassuring to know that there are educational facilities to accommodate the local population and the general public but what can educational institutions do to address the barriers in order for adult learners to develop educationally.

Adesoji Oni

Principles of Research in Education is written principally but not exclusively for Education students and lecturers. Both novices and specialists in education research, economics, sociology, psychology, management business and social research in general will find it very useful. The booklet is presented in a way that it will generate interest and motivate the learning of appropriate principles of research methods, particularly as it applies to education. The booklet is simply an attempt by the authors to help researchers and lecturers see the end of research from the beginning. It has been written with particular consideration for those who may undertake research in the context of limited library resources or interaction with other researchers, as is commonly the case in Africa. It is designed to be used as an introductory text and as a focused guide for students who are beginning to develop and conceptualize their topics, proposal and final research reports, while supervisor of research will also find some hints useful in the booklet about how best to assess their students’ research work. It is the hope of the authors that the handbook will form a necessary and useful tool for students (and other researchers) working on their research projects for the first time and those that needed to update their knowledge about research methods. It would not be out of place for the authors to express their sincere thanks to all those who have been instrumental, openly or covertly, in the realization of this handbook. There are friends and colleagues, without whose varied nature of support, this guide would not have been written. We are particularly indebted to Mrs. Titilayo Soji –Oni, Dr. TPL A. A. Udida, Dr. Blessing Adeoye, Prof. Joel Babalola, and all our past and present students at the Faculty of Education University of Lagos and University of Calabar, for their useful guidance and support. And there are many more others to whom we are heavily indebted for their encouragement and useful advice.

Kristina Simion

Qualitative and quantitative research can lay the basis for rule of law interventions that are rooted in sound evidence and responsive to local community interests, aspirations, values, and demands. Without grounded knowledge of qualitative and quantitative research, researchers' results can easily be erroneous (as a result of, for example, poorly designed interview protocols and questionnaires). Indeed, it is an unfortunate truth that rule of law interventions are continually critiqued for being planned on the basis of inadequate research and information, and for producing unsatisfactory results. INPROL's new Practitioner's Guide on Qualitative and Quantitative Approaches to Rule of Law Research was drafted to assists practitioners in structuring research. It clarifies common research terminology and concepts, and outlines the steps involved in designing and implementing qualitative and quantitative research. The Guide recognizes that high-quality research is an essential element of the design and evaluation of rule of law programs. It is also a useful way of enhancing a practitioner's personal information needs, as conducting rule of law research can be overwhelming for the practitioner who has little previous experience. Where do you start? What components do you need to factor into your plans? What kind of research do you need to conduct? These difficult questions are even harder to address in a conflict-affected environment, where access to research participants (i.e., the people participating in research) may be difficult; information may be scarce and difficult to evaluate; and the researcher may find it hard to travel because of security risks.

Vicky Mckinnell

Forest School was introduced to the United Kingdom in 1995 and since then has developed at a significant rate. A growing body of research has explored the holistic benefits to children of partaking in a Forest School programme. Creativity within educational programmes has also been the subject of renewed interest over recent years. Concerns exist that the current outcome driven education system in the United Kingdom is not conducive with the development of a creative disposition. Drawing on data from two complimentary research methods, this qualitative study attempts to identify key features of a creative environment and ascertain whether these features are a significant part of Forest School practice. An expert interview was conducted with a Local Authority Early Years Consultant, and twenty two Forest School practitioners completed questionnaires. Thematic analysis identified a number of emergent themes that contribute to a creative environment. This research indicates that a creative environment is rich in open-ended opportunities and is child-led. This study has also identified that the role of the adult is of paramount significance in the development of a creative disposition in young children. Furthermore, it is suggested that the Forest School environment possesses many of these distinct features accompanied by a theoretical underpinning that supports the development of a creative disposition.

mariekie gericke

This paper describes the development of a passive biological sulphate reduction (BSR) process. Laboratory-scale test work was performed on a mine-impacted water from a South African coal mine. The substrate mix comprised wood chips, wood shavings, hay, lucerne and cow manure. Over 90 % sulphate removal was achieved, the pH level was raised to above 7, and metals were precipitated. Operating parameters were optimised to increase process kinetics. The results were used to design a pilot plant which will be operated at the coal mine, treating several hundred litres of water per day.

Journal of Colloid and Interface Science

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Established scientists interested in new research training activities will be considered on a case-by-case basis by the USFS program coordinator and ORISE management staff if there is an opportunity posting that requires an established scientist.

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Learn more about the major topics our research covers and the programs focused on those topics.

Meet the USFS program participants and hear about their educational research, their goals, and their experiences as members of the global ORISE Community!

Hanna Mesraty

Hanna Mesraty uses her multidisciplinary background to educate the public on how air quality affects everyone. Pictured above: Mesraty with a wall of lichens in the San Jacinto mountains, Southern California. (Photo Credit: Hanna Mesraty)

Nathan Walker

Nathan Walker, hiking near Sahalie Falls in Willamette National Forest. (Photo credit: Tracy Danielson)

Robert Smith

Robert Smith, PhD, examined the impacts of air quality and atmospheric changes on forest health. Photo Credit: Robert Smith

Nicholas Povak

As a participant in the U.S. Forest Service Research Participation Program, Nicholas Povak, Ph.D., studied the impacts of fire suppression and management tactics on Washington forest ecosystems. Photo Credit: Erin Povak

Kendra Wendel

Kendra Wendel, a participant in the USDA U.S. Forest Service Research Participation Program, uses her background in applied environmental anthropology to study the lands, peoples and management practices of the Pacific Northwest.

Karen Dante

Karen Dante has learned much about climate change as a postgraduate fellow in the U.S. Forest Service Research Participation Program, most importantly, its impact on forests in the United States. Dante hopes to use these experiences in the future to impact India’s (her nation) stance on the renewables industry and initiate climate smart solutions.

Nicole Buell

Nicole Buell, who holds a master’s in environmental management, spends her time in the U.S. Forest Service Research Participation Program creating outreach materials to improve science accessibility.

I have access to new resources, experts, and the deep experience of my mentor and cooperators.  My mentor has gone out of her way to ensure I am well-positioned for the next stage of my career progression. — Robert Smith

I would recommend ORISE in a heartbeat. It’s a great opportunity to learn new skills and get new perspectives on complex issues, to develop an understanding of how federal agencies work, and to gain experiences and connections that can be invaluable in pursuing your future career. — Nathan Walker

This experience has increased my knowledge of forests and climate change not by ten, but hundredfold. I have learned so much from this fellowship, especially the intersection of science and policy. This experience really has been a 'dream come true.' — Karen Dante

I’m getting a lot out of my experience by contributing to very valuable work, and I’m also encouraged to pursue professional development to increase my skill set. I think it’s so great to be able to gain experience in the federal government. I don’t think I would have had the same opportunity had this fellowship not existed. — Nicole Buell

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