http://www.bibsonomy.org/burst/tag/MethodologyBibSonomy BuRST Feed for /tag/Methodology2008-11-19T05:48:53+01:00http://www.bibsonomy.org/bibtex/2eb8c01ce676fd6b9cc45109f778b2f98/yishyish2008-11-17T11:23:41+01:00methods research methodology Delphi <span style="color:#555555;">Harold A. <a href="http://www.bibsonomy.org/author/Linstone">Linstone</a> und Murray <a href="http://www.bibsonomy.org/author/Turoff">Turoff</a> (eds.). </span>(<em>2002</em>)Mon Nov 17 11:23:41 CET 2008The Delphi Method: Techniques and Applications 2002methods research methodology Delphi http://www.bibsonomy.org/bibtex/2e446280cca5c3cf98018c1355165421d/fl%C3%B6ckchenflöckchen2008-11-09T15:01:56+01:00MEDLARS wismasys0809 methodology <span style="color:#555555;"> <a href="http://www.bibsonomy.org/author/F.W.Lancaster">F.W.Lancaster</a> </span>(<em>1969</em>)Sun Nov 09 15:01:56 CET 2008MEDLARS: Report on the evaluation of ist operating efficiency1969MEDLARS wismasys0809 methodology A comprehensive program to evaluate the performance of MEDLARS was conducted by the National Library of Medicine in 1966 and 1967. This report describes the methodology used and presents a summary of the principal results, conclusions, and recommendations.http://www.bibsonomy.org/bibtex/2edf003db7bbe512f50ab6c8c5dd98ab8/yishyish2008-11-06T15:55:30+01:00designapproaches knowledge discipline designresearch research professions methodology design KALDesignResearch science <span style="color:#555555;">Sandeep <a href="http://www.bibsonomy.org/author/Purao">Purao</a> und Carliss Y. <a href="http://www.bibsonomy.org/author/Baldwin">Baldwin</a> und Alan <a href="http://www.bibsonomy.org/author/Hevner">Hevner</a> und Veda C. <a href="http://www.bibsonomy.org/author/Storey">Storey</a> und Jan <a href="http://www.bibsonomy.org/author/Pries_Heje">Pries_Heje</a> und Brian <a href="http://www.bibsonomy.org/author/Smith">Smith</a> und Ying <a href="http://www.bibsonomy.org/author/Zhu">Zhu</a> </span><em>SSRN eLibrary</em>(<em>2008</em>)Thu Nov 06 15:55:30 CET 2008SSRN eLibraryThe Sciences of Design: Observations on an Emerging FieldWorking Paper Series2008designapproaches knowledge discipline designresearch research professions methodology design KALDesignResearch science The boundaries and contours of design sciences continue to undergo definition and refinement. In many ways, the sciences of design defy disciplinary characterization. They demand multiple epistemologies, theoretical orientations (e.g. construction, analysis or intervention) and value considerations. As our understanding of this emerging field of study grows, we become aware that the sciences of design require a systemic perspective that spans disciplinary boundaries. The Doctoral Consortium at the Design Science Research Conference in Information Sciences and Technology (DESRIST) was an important milepost in their evolution. It provided a forum where students and leading researchers in the design sciences challenged one another to tackle topics and concerns that are similar across different disciplines. This paper reports on the consortium outcomes and insights from mentors who took part in it. We develop a set of observations to guide the evolution of the sciences of design. It is our intent that the observations will be beneficial, not only for IS researchers, but also for colleagues in allied disciplines who are already contributing to shaping the sciences of design.testhttp://www.bibsonomy.org/bibtex/25d9eb5ed55ef90ee1a2722cefb59d14a/isobelloisobello2008-10-16T15:20:09+02:00Information resources literacy Plagiate Retrieval Research Methodology <span style="color:#555555;">Sally <a href="http://www.bibsonomy.org/author/Rumsey">Rumsey</a> </span><em>Open Univ. Press, </em><em>Maidenhead, </em>(<em>2004</em>)Thu Oct 16 15:20:09 CEST 2008MaidenheadHow to find information2004Information resources literacy Plagiate Retrieval Research Methodology [Verlagsinfo] Anyone setting out to research a topic, whether undertaking a project, report, dissertation or PhD, needs to find appropriate resources to inform their work and support their arguments. This book enables researchers to become expert at tracking down, accessing and evaluating information." This concise and contemporary book covers all major areas of information seeking and selection for researchers. Written by an information professional, it is invaluable for anyone researching a topic, including academics and students, public and government researchers and researchers in the private sector.http://www.bibsonomy.org/bibtex/27ebc6b7c84cda4d77c455e228edb703d/stefanostefano2008-10-16T12:56:11+02:00research methodology science evaluation <span style="color:#555555;">John P. A. <a href="http://www.bibsonomy.org/author/Ioannidis">Ioannidis</a> </span><em>PLoS Medicine</em>(<em>2005</em>)Thu Oct 16 12:56:11 CEST 2008PLoS Medicine8Why Most Published Research Findings Are False22005research methodology science evaluation Summary There is increasing concern that most current published research findings are false. The probability that a research claim is true may depend on study power and bias, the number of other studies on the same question, and, importantly, the ratio of true to no relationships among the relationships probed in each scientific field. In this framework, a research finding is less likely to be true when the studies conducted in a field are smaller; when effect sizes are smaller; when there is a greater number and lesser preselection of tested relationships; where there is greater flexibility in designs, definitions, outcomes, and analytical modes; when there is greater financial and other interest and prejudice; and when more teams are involved in a scientific field in chase of statistical significance. Simulations show that for most study designs and settings, it is more likely for a research claim to be false than true. Moreover, for many current scientific fields, claimed research findings may often be simply accurate measures of the prevailing bias. In this essay, I discuss the implications of these problems for the conduct and interpretation of research.http://www.bibsonomy.org/bibtex/28a364b7739d11dd6a93cf326522f231d/yishyish2008-10-04T12:42:54+02:00semiotics Halliday visual social representation cerme6 gesture learning language mathematics methodology linguistics <span style="color:#555555;">Candia <a href="http://www.bibsonomy.org/author/Morgan">Morgan</a> </span><em>Educational Studies in Mathematics</em><em>61(1):219-245</em>(<em>2006</em>) <em>http://www.springerlink.com/content/c73787843037051r/ . </em>Sat Oct 04 12:42:54 CEST 2008Educational Studies in Mathematicshttp://www.springerlink.com/content/c73787843037051r/1219-245What does Social Semiotics have to Offer Mathematics Education Research?612006semiotics Halliday visual social representation cerme6 gesture learning language mathematics methodology linguistics Social Semiotics, based on the work of the linguist Michael Halliday, emphasises the ways in which language functions in our construction and representation of our experience and of our social identities and relationships. In this paper, I provide an introduction to the theory and its analytic tools, considering how they can be applied in the field of mathematics education. Some research questions that may be raised and addressed from this perspective are identified. An illustrative example is offered, demonstrating a social semiotic approach to addressing questions related to construction of the nature of school mathematical activity in writing produced by secondary school students.http://www.bibsonomy.org/bibtex/2cd99bb37ddce64a7394eaad655367ba6/yishyish2008-10-03T19:33:06+02:00inquiry teaching narrative cerme6 learning education research mathematics methodology <span style="color:#555555;">Tracey <a href="http://www.bibsonomy.org/author/Smith">Smith</a> </span><em>Identities, Cultures and Learning Spaces</em>(<em>2006</em>)Fri Oct 03 19:33:06 CEST 2008Identities, Cultures and Learning Spaces471--478Self-Study Through Narrative Inquiry: Fostering Identity in Mathematics Teacher Education2006inquiry teaching narrative cerme6 learning education research mathematics methodology This paper explores an innovative methodology — self-study through narrative inquiry — as a way of critically examining pedagogical practice in mathematics teacher education. A unique feature of this self-study was the simultaneous use of narrative inquiry as a research method and a pedagogical tool used with prospective teachers. By juxtaposing my own learning experiences with prospective teachers’ learning into accounts of practice I have reconceptualised my approach to mathematics teacher education in terms of establishing an inquiry landscape for co-learning. Three core features of this landscape are outlined to illustrate the potential of self-study to foster critical reflection that impacts on practice. The implications for mathematics teacher educators, and the programs they develop, are threaded throughout the paper.http://www.bibsonomy.org/bibtex/2e0785a81a5d014f8e9f0809a0df73ac5/yishyish2008-10-03T18:37:40+02:00inquiry narrative cerme6 education research methodology <span style="color:#555555;">D. <a href="http://www.bibsonomy.org/author/Jean Clandinin">Jean Clandinin</a> </span><em>Sage Publications Inc, </em>(<em>2006</em>) <em>http://www.amazon.com/Handbook-Narrative-Inquiry-Mapping-Methodology/dp/1412915627/ref=si3_rdr_bb_product . </em>Fri Oct 03 18:37:40 CEST 2008http://www.amazon.com/Handbook-Narrative-Inquiry-Mapping-Methodology/dp/1412915627/ref=si3_rdr_bb_productHandbook of Narrative Inquiry: Mapping a Methodology2006inquiry narrative cerme6 education research methodology http://www.bibsonomy.org/bibtex/2d5133b511d78ee01c944fded2c1d5d59/yishyish2008-10-03T16:38:38+02:00inquiry teaching narrative cerme6 education research methodology <span style="color:#555555;">Carola <a href="http://www.bibsonomy.org/author/Conle">Conle</a> </span><em>European Journal of Teacher Education</em>(<em>2000</em>)Fri Oct 03 16:38:38 CEST 2008European Journal of Teacher Education1Narrative Inquiry: research tool and medium for professional development232000inquiry teaching narrative cerme6 education research methodology The development of narrative inquiry focusing on one particular institutional setting is described. There follows a brief delineation of how narrative inquiry in education moved from being a research tool to becoming a vehicle for curriculum, first at the graduate and then at the pre-service level of teacher development. After reference to some theoretical resources for narrative inquiry, criteria and terms developed since 1982 are examined and potential dangers implicit in the inquiry and the need to keep it a rational enterprise are explored.http://www.bibsonomy.org/bibtex/2d118b438cefcf06eb2ef405b824077c0/yishyish2008-10-03T16:36:04+02:00inquiry teaching narrative cerme6 education research mathematics methodology <span style="color:#555555;">Raimo <a href="http://www.bibsonomy.org/author/Kaasila">Kaasila</a> </span><em>ZDM</em><em>39(3):205-213</em>(<em>2007</em>)Fri Oct 03 16:36:04 CEST 2008ZDM3205-213Using narrative inquiry for investigating the becoming of a mathematics teacher392007inquiry teaching narrative cerme6 education research mathematics methodology This article presents narrative inquiry as a method for research in mathematics education, in particular the study of how pre-service teachers' views of mathematics develop during elementary teacher education. I describe two different, complementary approaches to applying narrative analysis, one focusing on the content of a narrative, the other focusing on the form. The examples discussed are taken from interviews with and teaching portfolios compiled by four pre-service teachers. In analysing the content of the students' narratives, I use emplotment to construct a retrospective explanation of how one pre-service teacher's own experiences at school were reflected in the development of her mathematical identity. In analysing the form of the narratives, I also look at how the students told their stories, using linguistic features, for example, to identify core events in the accounts. This particular focus seems to be promising in locating turning points in the trainees' views of mathematics.http://www.bibsonomy.org/bibtex/2771457e25fcbab4355ec6f227ab6f405/yishyish2008-10-03T16:05:08+02:00methods inquiry narrative cerme6 education research methodology <span style="color:#555555;">JS <a href="http://www.bibsonomy.org/author/Bell">Bell</a> </span><em>TESOL Quarterly</em><em>36(2):207-213</em>(<em>2002</em>)Fri Oct 03 16:05:08 CEST 2008TESOL Quarterly2207-213Narrative Inquiry: More Than Just Telling Stories362002methods inquiry narrative cerme6 education research methodology Narrative inquiry rests on the epistemological assumption that we as human beings make sense of random experience by the imposition of story structures. That is, we select those elements of experience to which we will attend, and we pattern those chosen elements in ways that reflect the stories available to us. Although the notion of story is common to every society, the stories themselves differ widely — one of the defining features of a culture is the story structures through which it makes sense of the world. The shape of our stories, the range of roles available, the chains of causation, and the sense of what constitutes a climax or an ending are all shaped by the stories with which we were raised. A key way of coming to understand the assumptions held by learners from other cultures is to examine their stories and become aware of the underlying assumptions that they embody. This makes narrative inquiry a particularly valuable approach for members of the TESOL profession, though narrative approaches to understanding are becoming increasingly popular in a wide range of disciplineshttp://www.bibsonomy.org/bibtex/274679f12d2569654ec3ecfbe6836ce92/yishyish2008-09-17T11:36:18+02:00process system WLEFormativeEAssessment assessment methodology design <span style="color:#555555;">Russell G. <a href="http://www.bibsonomy.org/author/Almond">Almond</a> und Linda S. <a href="http://www.bibsonomy.org/author/Steinberg">Steinberg</a> und Robert J. <a href="http://www.bibsonomy.org/author/Mislevy">Mislevy</a> </span><em>The Journal of Technology, Learning, and Assessment</em>(<em>2002</em>)Wed Sep 17 11:36:18 CEST 2008The Journal of Technology, Learning, and Assessment5Enhancing the Design and Delivery of Assessment Systems: A Four-Process Architecture12002process system WLEFormativeEAssessment assessment methodology design Persistent elements and relationships underlie the design and delivery of educational assessments, despite their widely varying purposes, contexts, and data types. One starting point for analyzing these relationships is the assessment as experienced by the examinee: ‘What kinds of questions are on the test?,’ ‘Can I do them in any order?,’ ‘Which ones did I get wrong?,’ and ‘What’s my score?’ These questions, asked by people of all ages and backgrounds, reveal an awareness that an assessment generally entails the selection and presentation of tasks, the scoring of responses, and the accumulation of these response evaluations into some kind of summary score. A four-process architecture is presented for the delivery of assessments: Activity Selection, Presentation, Response Processing, and Summary Scoring. The roles and the interactions among these processes, and how they arise from an assessment design model, are discussed. The ideas are illustrated with hypothetical examples. The complementary modular structures of the delivery processes and the design framework are seen to encourage coherence among assessment purpose, design, and delivery, as well as to promote efficiency through the reuse of design objects and delivery processes.dblphttp://www.bibsonomy.org/bibtex/2c231e1facccc287a4f8511d14dbb980b/ljiangljiang2008-09-01T17:02:18+02:00DQ Methodology <span style="color:#555555;">Carlo <a href="http://www.bibsonomy.org/author/Batini">Batini</a> und Federico <a href="http://www.bibsonomy.org/author/Cabitza">Cabitza</a> und Cinzia <a href="http://www.bibsonomy.org/author/Cappiello">Cappiello</a> und Chiara <a href="http://www.bibsonomy.org/author/Francalanci">Francalanci</a> und Politecnico di <a href="http://www.bibsonomy.org/author/Milano">Milano</a> </span><em>ICDIM, </em><em>Seite448-456. </em><em>IEEEy, </em>(<em>2006</em>)Mon Sep 01 17:02:18 CEST 2008ICDIMconf/icdim/2006448-456A Comprehensive Data Quality Methodology for Web and Structured Data.2006DQ Methodology Old bibliohttp://www.bibsonomy.org/bibtex/2ca72c1b73a3da58928d234a0ad0281f5/jomiralbjomiralb2008-08-31T18:03:07+02:00Representation; Fact Actor network construction; theory; Methodology <span style="color:#555555;">Alan <a href="http://www.bibsonomy.org/author/Lowe">Lowe</a> </span><em>Critical Perspectives on Accounting</em><em>15(2):279-291</em>(<em>2004/2</em>)Sun Aug 31 18:03:07 CEST 2008Critical Perspectives on Accounting2279-291The spacing and timing of [a chic] critique152004/2Representation; Fact Actor network construction; theory; Methodology This rejoinder reflects an important step, for me, in a preoccupation with methodology that has provided me with many hours of enjoyable reading, not to mention anxiety. For me the ‘reality’ of the incommensurable nature of paradigms and acceptance of the legitimacy of a range of conceptual and philosophical traditions came late. As a constructionist I find myself on the ‘anything goes’ end of methodology choice. This paper and my main paper ought not to be read as a critique of ‘middle range’ theory, but as a critique of an important and necessary aspect of the way we all seek to inscribe facts and structure our writing. What follows is a reflection of the influence Bruno Latour’s writings have had on my ways of seeing and perhaps an unhealthy emphasis on the small things that combine to produce convincing arguments and ‘facts’.http://www.bibsonomy.org/bibtex/24c3353a2aefd89ada97190592cff8b3a/yishyish2008-08-28T20:31:50+02:00summary designpatterns cerme6 patternlanguagenetwork natureoforder Christopher KalDesignResearch methodology CERME-6-patterns phenomenology designresearch design Alexander <span style="color:#555555;">Christopher <a href="http://www.bibsonomy.org/author/Alexander">Alexander</a> </span><em>Environmental &amp; Architectural Phenomenology Newsletter</em>(<em>2008</em>)Thu Aug 28 20:31:50 CEST 2008Environmental & Architectural Phenomenology Newsletter11-19Empirical Findings from The Nature of Order182008summary designpatterns cerme6 patternlanguagenetwork natureoforder Christopher KalDesignResearch methodology CERME-6-patterns phenomenology designresearch design Alexander Architect, scientist, and writer Christopher Alexander is one of the most remarkable thinkers and makers of our time. His many books include A Pattern Language (1977), The Timeless Way of Building (1979), and A Foreshadowing of Twenty-First Century Art: The Color and Geometry of Very Early Turkish Carpets (1993). This essay is his recent effort to distill the major discoveries in his masterful four-volume The Nature of Order (2002-2005), published by the Center for Environmental Structure in Berkeley, CA. He wishes to thank Maggie Alexander and Randy Schmidt for help in editing this essay.http://www.bibsonomy.org/bibtex/2638c4ceecfd60a685bb3fc405d8eb4b8/yishyish2008-08-28T19:53:25+02:00designpatterns patternlanguagenetwork designresearch Christopher orderofnature KalDesignResearch review methodology design Alexander <span style="color:#555555;">Ritu <a href="http://www.bibsonomy.org/author/Bhatt">Bhatt</a> und Julie <a href="http://www.bibsonomy.org/author/Brand">Brand</a> </span><em>Design Issues</em><em>24(2):93-102</em>(<em>2008</em>)Thu Aug 28 19:53:25 CEST 2008Design Issues293-102Christopher Alexander: A Review Essay242008designpatterns patternlanguagenetwork designresearch Christopher orderofnature KalDesignResearch review methodology design Alexander http://www.bibsonomy.org/bibtex/28d415e717e378c13b91068bc620768de/mgnsmgns2008-08-14T17:46:47+02:00OntologyEngineering Reuse Ontology Methodology <span style="color:#555555;">Mariano <a href="http://www.bibsonomy.org/author/Fernandez-Lopez">Fernandez-Lopez</a> und Asun <a href="http://www.bibsonomy.org/author/Gomez-Perez">Gomez-Perez</a> und Jerome <a href="http://www.bibsonomy.org/author/Euzenat">Euzenat</a> und Aldo <a href="http://www.bibsonomy.org/author/Gangemi">Gangemi</a> und Y. <a href="http://www.bibsonomy.org/author/Kalfoglou">Kalfoglou</a> und D. <a href="http://www.bibsonomy.org/author/Pisanelli">Pisanelli</a> und M. <a href="http://www.bibsonomy.org/author/Schorlemmer">Schorlemmer</a> und G. <a href="http://www.bibsonomy.org/author/Steve">Steve</a> und Ljiljana <a href="http://www.bibsonomy.org/author/Stojanovic">Stojanovic</a> und Gerd <a href="http://www.bibsonomy.org/author/Stumme">Stumme</a> und York <a href="http://www.bibsonomy.org/author/Sure">Sure</a> </span><em>OntoWeb deliverable, </em><em>1.4. </em><em>Universidad Politecnia de Madrid, </em>(<em>2002</em>)Thu Aug 14 17:46:47 CEST 20081.4A survey on methodologies for developing, maintaining, integrating, evaluating and reengineering ontologiesOntoWeb deliverable2002OntologyEngineering Reuse Ontology Methodology http://www.bibsonomy.org/bibtex/2c0e2019db9b3792886acc22939c83b1b/mgnsmgns2008-08-14T17:37:47+02:00OntologyEngineering Ontology Methodology <span style="color:#555555;">Mike <a href="http://www.bibsonomy.org/author/Uschold">Uschold</a> </span><em>Edinburgh, Scotland, </em>(<em>1996</em>)Thu Aug 14 17:37:47 CEST 2008Edinburgh, Scotland197Technical Report of the Artificial Intelligence Applications InstituteBuilding Ontologies: Towards a Unified Methodology1996OntologyEngineering Ontology Methodology SpringerLink - Journal Articlehttp://www.bibsonomy.org/bibtex/298dad48daec5af330aa3408ae8e230fd/mgnsmgns2008-08-14T17:34:54+02:00OntologyEngineering Reuse Ontology Methodology <span style="color:#555555;">Helena Sofia <a href="http://www.bibsonomy.org/author/Pinto">Pinto</a> und Jo&#227;o P. <a href="http://www.bibsonomy.org/author/Martins">Martins</a> </span><em>Knowledge and Information Systems</em><em>6(4):441--464</em><em>#jul#2004. </em>Thu Aug 14 17:34:54 CEST 2008Knowledge and Information Systems#jul#4441--464Ontologies: How can They be Built?62004OntologyEngineering Reuse Ontology Methodology Ontologies are an important component in many areas, such as knowledge management and organization, electronic commerce and information retrieval and extraction. Several methodologies for ontology building have been proposed. In this article, we provide an overview of ontology building. We start by characterizing the ontology building process and its life cycle. We present the most representative methodologies for building ontologies from scratch, and the proposed techniques, guidelines and methods to help in the construction task. We analyze and compare these methodologies. We describe current research issues in ontology reuse. Finally, we discuss the current trends in ontology building and its future challenges, namely, the new issues for building ontologies for the Semantic Web. ER -http://www.bibsonomy.org/bibtex/2c0f8facb7ff483edffbb8258befe076c/franzkurfessfranzkurfess2008-07-29T03:08:24+02:00Evaluation ontologies OntoLearn CDM:Ontology-Learning collection:Artificial_Intelligence methodology population <span style="color:#555555;">Paola <a href="http://www.bibsonomy.org/author/Velardi">Velardi</a> und Roberto <a href="http://www.bibsonomy.org/author/Navigli">Navigli</a> und Alessandro <a href="http://www.bibsonomy.org/author/Cucchiarelli">Cucchiarelli</a> und Francesca <a href="http://www.bibsonomy.org/author/Neri">Neri</a> </span><em>Ontology Learning from Text: Methods, Applications and Evaluation, </em><em>IOS Press, </em>(<em>2006</em>)Tue Jul 29 03:08:24 CEST 2008Ontology Learning from Text: Methods, Applications and EvaluationEvaluation of {OntoLearn}, a methodology for automatic population of domain ontologies2006Evaluation ontologies OntoLearn CDM:Ontology-Learning collection:Artificial_Intelligence methodology population Ontology evaluation is a critical task, even more so when the ontology is the output of an automatic system, rather than the result of a conceptualization effort produced by a team of domain specialists and knowledge engineers. This pa- per provides an evaluation of the OntoLearn ontology learning system. The pro- posed evaluation strategy is twofold: first, we provide a detailed quantitative anal- ysis of the ontology learning algorithms. Second, we automatically generate nat- ural language descriptions of formal concept specifications in order to facilitate per-concept qualitative analysis by domain specialists.