What did I read today?

Morsink et al (2022) Studying Motivation in ADHD: The role of internal motives and the relevance of Self Determination Theory

The paper discusses the role of motivation in ADHD, focusing on the Self Determination Theory (SDT). The authors argue that research on ADHD could benefit from the theoretical framework provided by SDT, which defines motivation as a natural internal human tendency towards growth, and which is enabled through satisfaction of basic needs of Autonomy, Relatedness and competence. The document also discusses different theories related to motivation, including Organismic Integration Theory, Basic Needs Theory, Goal Content Theory, Causality Orientations Theory, and Cognitive Evolution Theory. The authors suggest that ADHD research often overlooks internal motivation, focusing instead on external motivation. They call for more research into the impact of need support and the role of internal motivation in ADHD.

Roulston, de Marrias, Lewis (2003) Learning to Interview in the Social Sciences

Roulston, de Marrias, and Lewis’s 2003 study discusses the challenges novice researchers face when conducting interviews, including unexpected participant behaviours, the impact of the researchers’ actions and subjectivities, question phrasing and negotiation, and dealing with sensitive issues. They also highlight the difficulties of transcription. The authors suggest teaching methods for interviewing, such as self-critique, practice, question analysis, using question typologies, conducting real studies, and class discussions about research design and assumptions.

What did I read today?

Richard Pring (2001) The Virtues and Vices of an Educational Researcher

https://doi.org/10.1111/1467-9752.00235

Pring’s 2001 work discusses the ethical considerations and virtues necessary for educational researchers. Through four case studies, Pring argues that ethical codes and rules are insufficient, and that moral deliberation and judgement are necessary. Key virtues for researchers include trustworthiness, openness, respect for persons, understanding the tentative nature of knowledge, and being deliberative. Pring also distinguishes between consequentialist and deontological rules, arguing that conflicts between these can only be resolved through deliberation. He concludes by suggesting that principles need to be enacted by researchers with particular virtues – which need to be fostered in research communities which embody trustworthiness, modesty, resilience and concern.

Helen Trelford (2021) Initial Teacher Education in peril: Why the market review is about anything but ‘world-class training’

https://doi.org/10.3898/forum.2021.63.3.07

Trelford’s 2021 article critiques the proposed changes to the Initial Teacher Education system, arguing that they are based on poor evidence and could lead to a swift dismantling of the existing system. The changes, which include quick implementation, prescriptive requirements for mentors, and more frequent inspections, are seen as ideologically driven. Trelford argues that the prescriptive nature of the proposed curriculum could leave teachers ill-prepared for the challenges of their role, reducing their capacity to adapt and question their approach.