MARC Record from harvard_bibliographic_metadata

LEADER: 16808cam a2200505Ma 4500
001 013157115-X
005 20120608190325.0
008 120414s2012 enk f 001 0 eng
016 7 $a015964361$2Uk
020 $a0857020390
020 $a9780857020390
035 0 $aocn793908712
040 $aAU@$beng$cAU@$dYDXCP$dUKMGB$dKIJ$dBWK$dNLE$dU2C$dBWX
042 $aanuc
050 $aLB1028.R4775 2012
082 04 $a370.7/21
245 00 $aResearch methods and methodologies in education /$cedited by James Arthur... [et al.].
260 $aLondon :$bSage publications,$c2012.
300 $axxxiv, 417 p. :$bill, ;$c23 cm.
500 $aEditors: Professor James Arthur, Dr. Michael Waring, Professor Robert Coe, Professor Larry Hedges.
500 $aThis straightforward and jargon-free book will provide students with the theoretical understandings, practical knowledge and skills they need to carry out independent research. The international contributors identify key research methodologies, data collection tools and analysis methods and focus on the direct comparisons between them.--[Back cover].
505 0 $aPt. I INTRODUCTION TO RESEARCH METHODS AND METHODOLOGIES IN EDUCATION -- 1.Introduction: how this book can help you / James Arthur -- Chapters and layout -- 2.The nature of educational research - exploring the different understandings of educational research / Robert J. Coe -- Introduction -- Dimensions of difference: paradigms? -- What is a paradigm? -- Reconciling the different views -- Different aims for educational research -- Other ways of classifying different types of educational research -- Characteristics of research -- How is educational research different from other kinds of research? -- Research quality -- Questions for further investigation -- Suggested further reading -- References -- 3.Finding your theoretical position / Michael Waring -- Introduction -- Ontology, epistemology, methodology and methods -- The nature of paradigms - making sense of reality -- Conclusion -- Questions for further investigation --
505 0 $aSuggested further reading -- References -- pt. II BASIC PRINCIPLES AND PRACTICE IN CONDUCTING RESEARCH -- 4.Design of empirical research / Larry V. Hedges -- Introduction -- Problem formulation -- Logic of enquiry -- Varieties of research designs -- Validity considerations -- Suggested further reading -- References -- 5.Planning your research / Laura Day Ashley -- Why is planning important? -- Starting to plan early on -- Managing your time and resources -- The research proposal or plan -- Planning as an ongoing activity -- Suggested further reading -- References -- 6.Conducting your research / Robert J. Coe -- The importance of inference and interpretation -- Confusion over `validity' -- Interpretation claims -- Transfer claims -- Suggested further reading -- References -- 7.Research impact and dissemination / Marilyn Leask -- Introduction -- Definitions -- Judging the impact of research --
505 0 $aAutonomy versus accountability - changes in the role of the university and the academic -- E-tools supporting research impact and dissemination -- Practitioners' access to research and engagement of practitioners in research -- Commissioning research to underpin policy and practice -- Your stance on impact and dissemination? -- Conclusion -- Notes -- Suggested further reading -- References -- pt. III KEY METHODS -- DIMENSION 1: RESEARCH DESIGNS -- 8.Action research / Carol Munn-Giddings -- What is action research? -- Research design -- Example: stress in the workplace -- The methodological approach -- Note -- Suggested further reading -- References -- 9.Naturalistic research / Rob Walker -- Naturalistic enquiry -- A brief history -- Methods of naturalistic enquiry -- An example: the David Medd study -- Issues in naturalistic enquiry -- Suggested further reading -- References -- 10.Ethnographic and representational styles / Ghazala Bhatti --
505 0 $aDefinition and brief history -- Research question and paradigmatic location -- Methods, data collection and analysis -- An example: an ethnographic journey -- Other resources -- Suggested further reading -- References -- 11.Grounded theory / Robert Thornberg -- Introduction -- Data collection and theoretical sampling -- Coding -- Memos -- Interplay between induction and abduction -- Conclusion -- Suggested further reading -- References -- 12.Visual methodologies / Jenni Karlsson -- The visual turn -- Defining visual methodologies -- Methods of data collection and analysis -- Implementing two approaches to generating visual data -- Conclusion -- Notes -- Suggested further reading -- References -- 13.Case study research / Laura Day Ashley -- Case study research: an outline -- A multiple case study of private school outreach in India -- Suggested further reading -- References -- 14.Issues of truth and justice / Andrew Peterson --
505 0 $aTruth and justice in educational research: fundamental considerations and practical influences -- An example of a recent research and development project -- Conclusion -- Suggested further reading -- References -- 15.Surveys and longitudinal research / Anna Vignoles -- Longitudinal data and research designs -- Applications of longitudinal research designs -- Data -- Applications of longitudinal research -- Conclusion -- Note -- Suggested further reading -- References -- 16.Statistical and correlational techniques / Stephen Gorard -- Introduction -- Statistical and correlational research -- An example: correlational research -- Suggested further reading -- References -- 17.Secondary data / Emma Smith -- Introduction -- What is secondary data analysis? -- The promises of secondary data analysis -- Using secondary data in mixed methods research -- Using secondary data to monitor trends over time -- Conclusion -- Suggested further reading -- References --
505 0 $a18.Impact evaluation / Steve Higgins -- Evaluation of impact: a case study of the introduction of interactive whiteboards in schools in the UK -- Evaluation rationale and aims -- Evaluation aims and methods -- Results of the evaluation -- Challenges for interpretation and evaluation design -- Suggested further reading -- References -- 19.Interventions: experiments / Peter Tymms -- Definition and outline of the key research design -- The kind of associated research questions -- Paradigmatic location -- Individual random assignment -- Clusters randomly assigned -- Suggested further reading -- References -- 20.A systematic review / Kelly Dickson -- Definition and outline of the key research design -- Formulating the review question -- Searching and selecting studies -- Coding to describe studies -- Assessing study quality -- Synthesis of evidence in the in-depth review -- What did the review find? -- Different applications of systematic review methods --
505 0 $aNote -- Suggested further reading -- References -- 21.Mixed methods / Gert Biesta -- Introducing mixed methods research -- The nature of mixed methods research -- Different mixed designs -- An example: the Learning Lives project -- Note -- Suggested further reading -- References -- 22.Philosophical research / Richard Pring -- Introduction -- Doing philosophy -- The aims of education -- Standards of performance -- Learning -- Academic and vocational -- Practical learning -- Conclusion -- Note -- Suggested further reading -- References -- DIMENSION 2: DATA COLLECTION TOOLS -- 23.Observation-based research / Michael V. Angrosino -- Observation as a technique for data collection in social research: a brief introduction -- Types of observation-based research -- Observational research in educational settings -- A checklist for doing observational research -- The ethics of observation-based research -- Some points for further consideration -- Conclusion --
505 0 $aQuestions for further investigation -- Note -- Suggested further reading -- 24.In-depth interviews / Carolyn L. Mears -- Introduction -- Interviewing: it's more than questions and answers -- Conducting the interview -- Challenges and dispositions -- Standards -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 25.Techniques to assist with interviewing / Rosalind Hurworth -- Introduction -- The use of still photographs and other images as stimuli -- Vignettes -- Props and prompts when talking (especially) to children -- Issues concerning the use of stimuli -- Conclusion -- Questions for further investigation -- Note -- Suggested further reading -- References -- 26.Focus groups and group interviews / Anita Gibbs -- Introduction -- Strengths and weaknesses of focus groups -- How to set up and run a focus group -- Ethical dilemmas -- Cultural challenges -- Online focus groups -- Exemplars -- Conclusion --
505 0 $aQuestions for further investigation -- Suggested further reading -- References -- 27.Internet-based methods / Greg Benfield -- Introduction -- Using online research methods to investigate learners' experiences -- Challenges in learner experience research -- Conclusion -- Questions for further investigation -- Notes -- Suggested further reading -- References -- 28.Doing blog research / Jean Burgess -- Introduction -- The computational turn -- Combining quantitative and qualitative approaches -- Implications of the computational turn -- Questions for further investigation -- Suggested further reading -- References -- 29.Documentary methods / Gary McCulloch -- Introduction -- Personal documents -- The public record -- Archival documents -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 30.Systematic reviews / Kate Light -- Overview -- Introduction --
505 0 $aDetailed guidance on methods for undertaking a systematic review -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 31.Questionnaires / Peter Tymms -- Introduction -- Purposes -- Formats -- Wording -- Administration -- Length of questionnaires -- Response rates -- Scales -- How many items are needed in a scale? -- Conclusion and links to other methodology -- Questions for further investigation -- Notes -- Suggested further reading -- References -- 32.Measurement and validity / Ronald K. Hambleton -- Introduction -- Approaches to collecting data -- Scales of measurement -- Criterion-referenced vs. norm-referenced measurement -- Score reliability -- Score validity -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- DIMENSION 3: ANALYSIS METHODS -- 33.Software and qualitative data analysis / Graham R. Gibbs -- To use CAQDAS or not --
505 0 $aSetting up the project in N Vivo -- Units of analysis -- Security -- Coding -- Coding crisis -- Searching -- Searching for coded text and attributes -- Teamwork -- Resources -- Questions for further investigation -- Suggested further reading -- References -- 34.Statistical analysis tools / Paul Connolly -- Introduction -- The quantitative dataset -- Statistical analysis with Excel -- Statistical analysis with SPSS -- Statistical analysis in Stata -- Statistical analysis with MLwiN -- Conclusion -- Questions for further investigation -- Notes -- Suggested further reading -- References -- 35.Discourse analysis / Elaine Vaugban -- Introduction -- Approaches to discourse analysis -- Discourse analysis and teacher language: data and analysis -- Questions for further investigation -- Suggested further reading -- References -- 36.Media analysis / Michael Atkinson -- Introduction -- Conducting media analysis -- Critiques -- Conclusion --
505 0 $aQuestions for further investigation -- Suggested further reading -- References -- 37.Visual methodologies and social change / Claudia Mitchell -- Introduction: visual methodologies -- Mapping the terrain of visual methodologies -- Applying the methods: a case for photovoice - the Friday Absenteeism Project -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 38.Grounded theory / Michael Waring -- Introduction -- (Re) interpretations of grounded theory -- Locating yourself as a grounded theorist -- What is grounded theory? -- The helix model: a framework for enquiry -- Theoretical sensitivity -- The heart of the matter - coding -- Writing a grounded theory -- Criticisms of grounded theory -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 39.Ethnography as epistemology / W. Douglas Baker -- Introduction to educational ethnography --
505 0 $aOn ethnography as a logic-in-use -- Exemplars of educational issues, topics and directions -- Principles of operation guiding the actions of the ethnographer -- A telling case of a logic-in-use -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 40.Biographical research methods / Michael Tedder -- Introduction -- The appeal of biographical research -- Conducting biographical research -- Analysing and writing up biographical research -- Exemplary studies -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 41.Statistical hypothesis tests / Michael Borenstein -- Introduction -- Motivational example -- Significance tests -- NHST: the wrong framework for educational research -- Effect size estimation -- Effect size estimation addresses the question of interest -- NHST lends itself to mistakes of interpretation -- In context -- Why does it work at all? --
505 0 $aEffect sizes and research synthesis -- Statistical notes -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 42.Analysis of variance (ANOVA) / Lisa Lix -- Introduction -- Applications of ANOVA -- Considerations in applying ANOVA -- How it works/the basics -- Ancillary procedures -- Robust analogues to ANOVA F-tests -- Assessing ANOVA results reported in empirical research -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 43.Multiple linear regression / Stephen Gorard -- Introduction -- Correlation and simple regression -- Multiple regression -- Basic assumptions -- Cautions and interpretations -- Conclusion -- Questions for further investigation -- Suggested further reading -- References -- 44.Multilevel analysis / Jordan Rickles -- Introduction --
505 0 $aAn illustration of multilevel modelling via analysis of the data from a multi-site evaluation of the transition mathematics curriculum -- Additional applications and examples -- Conclusion -- Questions for further investigation -- Notes -- Suggested further reading -- References -- 45.Effect size / Robert J. Coe -- Introduction -- Why do we need `effect size'? -- How is it calculated? -- How can effect sizes be interpreted? -- What is the margin for error in estimation effect sizes? -- What other factors can influence effect size? -- Are there alternative measures of effect size? -- Conclusion -- Questions for further investigation -- Notes -- Suggested further reading -- References -- 46.Meta-analysis / Larry V. Hedges -- Introduction -- Why is meta-analysis necessary? -- Effect sizes -- Procedures in meta-analysis -- Combining effect size estimates across studies -- Assessing heterogeneity -- Fixed versus random effects --
505 0 $aAnalysis of variance and regression analysis in meta-analysis -- Publication bias -- Example -- Conclusion -- Questions for further investigation -- Suggested further reading -- References.
504 $aIncludes bibliographical references and index.
520 $a"This straightforward and jargon-free book will provide students with the theoretical understandings, practical knowledge and skills they need to carry out independent research. The international contributors identify key research methodologies, data collection tools and analysis methods and focus on the direct comparisons between them. Each chapter sets out the strengths and weaknesses of a key research method by: identifying specific research designs; presenting a series of relevant data collection tools; highlighting which analytical methods can be used. The chapters cover the full range of methods and methodologies, including internet research, mixed methods, and ethnographic research. Additional online materials are also available including links to useful journal articles. This is a key book for M-level students and other postgraduates within Education and Educational Research Methods courses."--Page 4 of cover.
650 0 $aEducation$xResearch$xMethodology.
650 0 $aEducation$xResearch.
700 1 $aArthur, James,$d1957-
988 $a20120418
049 $aHMGG
906 $0OCLC