Video and other digital media are used
and integrated within a wide range of research projects from across
all of CeDARE's research strands.
CeDARE have significant experience using video
both during and as an output of research. Several recent projects
of national significance have included video and multimedia case
studies to present findings and data in an accessible format that
gives deep insight into the research and also enables it to be
distributed to a variety of audiences.
Our research in this area can be split into
two distinct areas:
Click the image below to play the video trailer for Teaching
that Matters project, featuring extracts from each of the four
university case studies.
Within our projects we often utilise video as a tool for
demnstrating the subject and bring projects to life. The following
are some examples of how we have used video in high-profile
Video case studies
for EYPS Longitudinal Study project
For our DfE-funded project entitled 'Longitudinal Study of Early
Years Professional Status: an exploration of progress, leadership
and impact' we have created four multimedia case studies of
settings involved in the research.
that Matters video case studies
Researched and written for Million+, this report highlights the
teaching revolution underway in modern universities. Four video
case studies were created that demonstrate the examples given in
Use of video in evaluating I Can's Early
In this formal evaluation of I Can's Early Talk programme for the
Dept for Education CeDARE created a series of video case
studies which combine observations of practice with interviews with
Exploring the Use of ICT in
This report outlines the evaluation of the TDA’s programme for
funding ICT in ITT between 2003 and 2008. The evaluation focused on
assessing the programme’s impact on trainers and trainees and the
organisations in which they were based. Several case study videos
were used to illustrate the findings.
We tend to conceptualise this as using video in a range of
modalities which we have termed: extraction, reflection, projection
and provocation, participation and articulation. In each modality
video serves a particular role within a piece of research or with
specific groups and communities.
Is there an epistemology
of video?This question was put to Mark
Hadfield and Kaye Haw by Penny Lawrence, an EdD student from the
University of Winchester. Always up for a discussion, they try to
work out if this was a good question and if they had any
Video in Social Science Research:
Functions & FormsAs a practical research
tool this book shows how, why and when video should be used,
representing an invaluable guide for
researchers, professionals and doctoral students conducting
research in the social sciences.
Video as a Visual
Method within Practitioner Research
This book chapter by Mark Hadfield and Kay Haw features
in 'Practitioner Research: Teachers' Investigations in Classroom
Teaching', edited by Myint Swe Khine and Issa M. Saleh, which
identifies issues related to practitioner research.
Voice, young people and action researchThis article by Mark Hadfield and
Kaye Haw in Educational Action
Research Volume 9
(3) moves from an overview of
what is meant by the term 'voice' to discussing the significance of
its links with action research using a simple typology of three
types of voice: Authoritative, Critical and Therapeutic.
University of Wolverhampton, Wulfruna Street, Wolverhampton, WV1 1LY
Course enquiries: 0800 953 3222, General enquiries: 01902 321000 | Email: email@example.com
Freedom of Information | Disclaimer and copyright | The University as a charity | Cookies Policy