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Practical Research Methods in Education: An Early Researcher's Critical Guide [Mīkstie vāki]

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  • Formāts: Paperback / softback, 154 pages, height x width: 246x174 mm, weight: 318 g, 5 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Izdošanas datums: 01-Mar-2019
  • Izdevniecība: Routledge
  • ISBN-10: 0815393563
  • ISBN-13: 9780815393566
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Practical Research Methods in Education: An Early Researcher's Critical GuidePalielināt
  • Formāts: Paperback / softback, 154 pages, height x width: 246x174 mm, weight: 318 g, 5 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Izdošanas datums: 01-Mar-2019
  • Izdevniecība: Routledge
  • ISBN-10: 0815393563
  • ISBN-13: 9780815393566
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780815393566.html
Keywords:
Practical Research Methods in Education is a hands-on guide which critically explores and scrutinizes research methods used in educational enquiry. Drawing on the research, practical experience and reflections of active researchers, each chapter offers explanations, examples, tasks for students to undertake and suggestions for further reading, all of which are designed to strengthen understanding of practical methods of data collection in educational and social-science research.

This insightful book offers:











Detailed illustration of a range of data-collection methods and approaches used in educational research





Chapters written by active researchers, experienced in addressing challenges of carrying out practical research in education





Examples, study tasks and suggestions for further reading in each chapter





An exploration of critical reflection and decision-making in relation to research methodology in education





Close attention to research ethics

Exploring practical methods of data-collection for educational and social-science research, Practical Research Methods in Education is a unique and valuable resource for any students interested and engaged in the planning and completion of their own investigations.

Recenzijas

"Practical Research Methods in Education provides students engaging in or considering postgraduate study a refresher course by revisiting concepts and methodology in education research... Every chapter is well-written, thoroughly explained, and will be of use to novice researchers, those considering postgraduate studies, those needing concise and clear term definitions, and those looking to expand their research knowledge from second language acquisition to education in general." - Nicole Moskowitz, Jalt Journal: The research journal of the Japan Association for Language Teaching

List of illustrations
ix
Contributors x
Foreword xiii
Jyothsna Latha Belliappa
Editor's introduction xv
Mike Lambert
Importance of research methodology xv
This book xvi
The chapters xvi
1 Using questionnaires
1(11)
Brendan Bartram
Introduction
1(1)
Merits and Limitations
1(2)
Ethics
3(1)
Using written questionnaires to investigate university students' reasons for non-participation in international placements
4(1)
Using online questionnaires to investigate students' reasons for entering higher education in England, Germany and Portugal
5(1)
Using a word-association questionnaire to compare school students' attitudes to modern foreign language learning
6(4)
Conclusion
10(2)
2 Using interviews
12(11)
Jo Winwood
Introduction
12(1)
Interviews
12(3)
My research
15(1)
Interview schedule
16(2)
Conducting interviews
18(2)
Analysing interview data
20(1)
Ethics
20(1)
Conclusion
21(2)
3 Observations
23(12)
Tunde Rozsahegyi
Introduction
23(1)
Observation in educational research
23(2)
Participant or non-participant?
25(1)
Structured or non-structured?
26(2)
Validity and ethics
28(1)
Observation in my own research
29(4)
Conclusion
33(2)
4 Involving children
35(10)
Mike Lambert
Introduction
35(1)
My research
35(1)
Involvement
36(1)
To what extent could I understand the data?
37(1)
What about `power'?
38(1)
And what about ethics?
39(3)
Conclusion
42(3)
5 Using video as data
45(10)
Marte Blikstad-Balas
Introduction
45(1)
Benefits
45(3)
Ethics
48(1)
Challenges
49(3)
Conclusion
52(3)
6 Using quantitative data
55(12)
Michael Jopling
Introduction
55(1)
What is quantitative research? What are quantitative data?
56(1)
Three types of quantitative design
57(3)
Analysing quantitative data
60(1)
Descriptive statistics
61(1)
Inferential statistics
62(2)
Conclusion
64(3)
7 Document analysis
67(9)
Iank O'Connor
Introduction
67(1)
Discourse and document analysis
67(1)
Using document analysis in a research project
68(2)
Data collection
70(1)
Analysis and findings
71(1)
Discussion
72(1)
Conclusion
73(3)
8 `Doing text': Madness in the methods
76(12)
Julian Mcdougall
Introduction
76(1)
Ways of seeing research
77(1)
The third (research) space?
77(1)
Creative visual methods
78(3)
We need to talk about Maggie
81(1)
Wiring the audience
82(1)
Digital transformations
83(1)
(Negatively) Benefits Street
83(1)
Hunger by the Sea
83(1)
Comrades and curators
84(1)
Doing text
85(1)
Wrapping up
85(3)
9 Q-methodology: A science of subjectivity
88(15)
Gavin Rhoades
Zeta Brown
Introduction
88(1)
What is Q-methodology?
88(1)
Developing a Q study
89(1)
Elements of Q
90(3)
Factor analysis
93(1)
Additional research methods
93(1)
Use in an undergraduate dissertation
94(2)
The `Explore University' (Revaluation
96(5)
Conclusion
101(2)
10 Mosaic: Participatory research in the early years
103(11)
Helen Lyndon
Introduction
103(1)
Using Mosaic
104(1)
Stage 1 Children and adults gather evidence
105(3)
Stage 2 Dialogue, reflection, interpretation
108(1)
Stage 3 Deciding anas of continuity and change
109(2)
Strengths and limitations
111(1)
Conclusion
112(2)
11 Ethnography
114(10)
Joke Dhwilde
Introduction
114(1)
Ethnography
114(2)
Stages
116(2)
My ethnography
118(1)
Connecting to theory
119(1)
Ethical issues
119(1)
Some recommendations
120(1)
Conclusion
121(3)
12 Case study
124(8)
Tunde Rozsahegyi
Introduction
124(1)
What is case study?
124(3)
Implementing case study
127(3)
Conclusion
130(2)
13 Grounded theory
132(10)
Mike Lambert
Introduction
132(1)
Grounded theory
132(2)
Examples
134(1)
Choosing grounded theory
134(1)
Issue 1: How to use the literature?
135(2)
Issue 2: Theory or `persuasive perspective'?
137(1)
Outcomes
138(1)
Conclusion
139(3)
Closing words 142(2)
Index 144
Mike Lambert was Principal Lecturer in Education at the University of Wolverhampton, UK, where he developed a two-year undergraduate course on doing educational research. He has supervised the research work of many undergraduate and postgraduate students.