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Research methods and methodologies in education edited by James Arthur... [et al.].

Research methods and methodologies in education edited by James Arthur... [et al.].
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Book's title: Research methods and methodologies in education edited by James Arthur... [et al.].
National Bibliographic Agency Control Number:015964361$2Uk
International Standard Book Number (ISBN):0857020390
International Standard Book Number (ISBN):9780857020390
System Control Number:ocn793908712
Cataloging Source:AU@ eng, AU@ YDXCP UKMGB KIJ BWK NLE U2C BWX
Authentication Code:anuc
Library of Congress Call Number:LB1028.R4775 2012
Dewey Decimal Classification Number:370.7/21
Publication, Distribution, etc.:London . Sage publications, (c)2012.
Physical Description:xxxiv, 417 p. : ill, ;, 23 cm.
General Note:Editors: Professor James Arthur, Dr. Michael Waring, Professor Robert Coe, Professor Larry Hedges.
General Note: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.
[Back cover].
Bibliography, etc. Note:Includes bibliographical references and index.
Formatted Contents Note:Pt. 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
Formatted Contents Note:Suggested 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
Formatted Contents Note:Autonomy 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
Formatted Contents Note:Definition 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
Formatted Contents Note:Truth 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
Formatted Contents Note:18.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
Formatted Contents Note:Note
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
Formatted Contents Note:Questions 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
Formatted Contents Note:Questions 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
Formatted Contents Note:Detailed 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
Formatted Contents Note:Setting 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
Formatted Contents Note:Questions 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
Formatted Contents Note:On 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?
Formatted Contents Note:Effect 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
Formatted Contents Note:An 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
Formatted Contents Note:Analysis of variance and regression analysis in meta-analysis
Publication bias
Example
Conclusion
Questions for further investigation
Suggested further reading
References.
Personal Name:Arthur, James, 1957-
Rubrics: Education
Research
Methodology

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