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Research Methods in Education 8th edition [Mīkstie vāki]

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(Macau University of Science and Technology, Macau), (Formerly Manchester Metropolitan University, UK), (Loughborough University, UK)
  • Formāts: Paperback / softback, 944 pages, height x width: 246x189 mm, weight: 1940 g, 130 Tables, black and white; 79 Illustrations, black and white
  • Izdošanas datums: 03-Nov-2017
  • Izdevniecība: Routledge
  • ISBN-10: 1138209880
  • ISBN-13: 9781138209886
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Research Methods in Education 8th editionPalielināt
  • Formāts: Paperback / softback, 944 pages, height x width: 246x189 mm, weight: 1940 g, 130 Tables, black and white; 79 Illustrations, black and white
  • Izdošanas datums: 03-Nov-2017
  • Izdevniecība: Routledge
  • ISBN-10: 1138209880
  • ISBN-13: 9781138209886
Citas grāmatas par šo tēmu:
Speciālā piedāvājuma visas grāmatas: Taylor & Francis offers several humanities titles with ISE (International Student Edition) prices
Permanent link: https://www.kriso.lv/db/9781138209886.html
Keywords:

This rewritten, expanded and updated 7th edition of the long-running bestsellerResearch Methods in Education encompasses the whole range of methods currently employed by educational research at all stages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references.

Chapters new to this edition cover:

Causation, critical educational research, evaluation and the politics of research, including material on cross-cultural research, mixed methods and participatory research

Choosing and planning a research project, including material on sampling, research questions, literature reviews and ethical issues

Meta-analysis, research syntheses and systematic reviews

Virtual worlds and internet research

Using and analysing visual media and data in educational research

Organizing and presenting qualitative data, content analysis, coding and computer analysis, themes, narratives, conversations and discourses, grounded theory

Understanding and choosing statistical tests, descriptive and inferential statistics, multi-dimensional measurement and factor analysis

Research Methods in Education is essential reading for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyse and use research.

The textbook is accompanied by a website: www.routledge.com/textbooks/cohen7e. PowerPoint slides for every chapter contain an outline of the chapter structure followed by a thorough summary of the key points, ideal for both lecturers and students. Within the book a variety of internet resources are referred to and these references have been included here, with links to the websites. A wide range of supplementary documents are available for many chapters, providing additional guidance and examples. They range from guidelines for the contents of a research proposal with a worked example, to screen-print manuals for using SPSS and QSR N6 NUD*IST (exportable to N-Vivo) plus data files.

Recenzijas

"Very much still the key text for all education students and researchers. Cohen et al continue to update Research Methods in Education, with new theoretical, ethical, virtual and mixed methods information. Its worth noting the impressive web page and links to materials for all chapters which is still the benchmark when looking at the competition for books in this area of social and education research."

Dr. Richard Race, Senior Lecturer in Education, Roehampton University, UK

"A clear enhancement on the already well established text. The new edition addresses an important need to explain research design and question setting in more detail, helping guide the newcomer through the research process from inception through analysis to reporting."

David Lundie, Associate Professor of Education, University of St Mark & St John, UK

"Research Methods in Education is a unique book for everybody who has to undertake educational research projects. The book gives an in depth understanding of quantitative and qualitative research designs and offers a practical guide for data collection and data analysis. It is an essential 'friend for teacher students from various disciplines who are not familiar with social science research."

Dr Ellen P.W.A. Jansen, Associate Professor Teacher Education, University of Groningen, The Netherlands

"Research Methods in Education continues to offer an excellent route map, a well-structured and inspiring travel guide, for students engaging in research. It works across levels, and while it provides clarity for the beginning researcher there is plenty here to aid the seasoned researcher with an open mind to new approaches and emerging practices. A superb text that provides guidance for my own research as well as for students and partners in research projects."

Peter Shukie, Lecturer in Education Studies and Academic Lead in Digital Innovation, University Centre at Blackburn College, UK

"Research Methods in Education is, besides being my personal favorite research methods book, a deep as well as a broad handbook useful both for undergraduate teacher education students as well as researchers and PhD students within educational sciences. In this new edition, new chapters are added emphasising both quantitative and qualitative methods in combination with thought-through discussions about how to mix them. The book can be used when planning a project and then throughout the whole research process and is therefore a complete methods book."

Karolina Broman, senior lecturer in chemistry education, Umeå university, Sweden

"Comprehensive, well written and relevant: the 8th edition of Research Methods in Education offers the background for methods courses at different levels. The new edition keeps the strong focus on education studies. Excellent extensions will make the book an even more popular basis for classes on both qualitative and quantitative methods."

Felix Weiss, Assistant Professor for Sociology of Education, Aarhus University, Denmark







"Research Methods in Education, 8th Edition

is an up-to-date, one-stop shop, taking education research students from conceptualization to presentation. With this book on your library shelf, you are good to go."Dr Fiona McGarry, Lecturer in Research Methods, University of Dundee, UK

"The 8th edition of Research Methods in Education contains a wealth of up-to-the-minute information and guidance on educational research which will be of immense value to researchers at all stages of their careers and across the education domain from early years settings to higher education. As research and education move into increasingly fluid and complex dimensions, Research Methods in Education will support students, researchers and practitioners in charting a course through these changing waters as they seek to create new knowledge about effective teaching and deepen our understanding of how learners learn."

Julia Flutter, A Director of the Cambridge Primary Review Trust, Faculty of Education, University of Cambridge, UK

"As a doctoral supervisor I know that my students routinely return to Research Methods in Education as they develop their own research projects. This text has always been a mainstay on our reading lists but this new edition now features additional research topics and new perspectives on a wider range of research methods. As with previous editions this book is clearly organised and well written and appeals to a wide audience of experienced and novice researchers alike."

Dr Val Poultney, Associate Professor, University of Derby, UK "Very much still the key text for all education students and researchers. Cohen et al continue to update Research Methods in Education, with new theoretical, ethical, virtual and mixed methods information. Its worth noting the impressive web page and links to materials for all chapters which is still the benchmark when looking at the competition for books in this area of social and education research."

Dr. Richard Race, Senior Lecturer in Education, Roehampton University, UK

"A clear enhancement on the already well established text. The new edition addresses an important need to explain research design and question setting in more detail, helping guide the newcomer through the research process from inception through analysis to reporting."

David Lundie, Associate Professor of Education, University of St Mark & St John, UK

"Research Methods in Education is a unique book for everybody who has to undertake educational research projects. The book gives an in depth understanding of quantitative and qualitative research designs and offers a practical guide for data collection and data analysis. It is an essential 'friend for teacher students from various disciplines who are not familiar with social science research."

Dr Ellen P.W.A. Jansen, Associate Professor Teacher Education, University of Groningen, The Netherlands

"Research Methods in Education continues to offer an excellent route map, a well-structured and inspiring travel guide, for students engaging in research. It works across levels, and while it provides clarity for the beginning researcher there is plenty here to aid the seasoned researcher with an open mind to new approaches and emerging practices. A superb text that provides guidance for my own research as well as for students and partners in research projects."

Peter Shukie, Lecturer in Education Studies and Academic Lead in Digital Innovation, University Centre at Blackburn College, UK

"Research Methods in Education is, besides being my personal favorite research methods book, a deep as well as a broad handbook useful both for undergraduate teacher education students as well as researchers and PhD students within educational sciences. In this new edition, new chapters are added emphasising both quantitative and qualitative methods in combination with thought-through discussions about how to mix them. The book can be used when planning a project and then throughout the whole research process and is therefore a complete methods book."

Karolina Broman, senior lecturer in chemistry education, Umeå university, Sweden

"Comprehensive, well written and relevant: the 8th edition of Research Methods in Education offers the background for methods courses at different levels. The new edition keeps the strong focus on education studies. Excellent extensions will make the book an even more popular basis for classes on both qualitative and quantitative methods."

Felix Weiss, Assistant Professor for Sociology of Education, Aarhus University, Denmark







"Research Methods in Education, 8th Edition

is an up-to-date, one-stop shop, taking education research students from conceptualization to presentation. With this book on your library shelf, you are good to go."Dr Fiona McGarry, Lecturer in Research Methods, University of Dundee, UK

"The 8th edition of Research Methods in Education contains a wealth of up-to-the-minute information and guidance on educational research which will be of immense value to researchers at all stages of their careers and across the education domain from early years settings to higher education. As research and education move into increasingly fluid and complex dimensions, Research Methods in Education will support students, researchers and practitioners in charting a course through these changing waters as they seek to create new knowledge about effective teaching and deepen our understanding of how learners learn."

Julia Flutter, A Director of the Cambridge Primary Review Trust, Faculty of Education, University of Cambridge, UK

"As a doctoral supervisor I know that my students routinely return to Research Methods in Education as they develop their own research projects. This text has always been a mainstay on our reading lists but this new edition now features additional research topics and new perspectives on a wider range of research methods. As with previous editions this book is clearly organised and well written and appeals to a wide audience of experienced and novice researchers alike."

Dr Val Poultney, Associate Professor, University of Derby, UK

List of figures
xiv
List of tables
xvi
List of boxes
xix
List of contributors
xxi
Preface to the eighth edition xxii
Acknowledgements xxv
PART 1 The context of educational research
1(108)
1 The nature of enquiry: setting the field
3(28)
1.1 Introduction
3(1)
1.2 The search for understanding
3(2)
1.3 Conceptions of social reality
5(3)
1.4 Paradigms
8(2)
1.5 Positivism
10(1)
1.6 The assumptions and nature of science
10(2)
1.7 The tools of science
12(1)
1.8 The scientific method
13(1)
1.9 Criticisms of positivism and the scientific method
14(2)
1.10 Post-positivism
16(1)
1.11 Alternatives to positivistic and post-positivist social science: naturalistic and interpretive approaches
17(2)
1.12 A question of terminology: the normative and interpretive paradigms
19(1)
1.13 Phenomenology, ethnomethodology, symbolic interactionism and constructionism
20(3)
1.14 Criticisms of the naturalistic and interpretive approaches
23(1)
1.15 Postmodernism and post-structuralist perspectives
24(1)
1.16 Subjectivity and objectivity in educational research
25(2)
1.17 The paradigm of complexity theory
27(2)
1.18 Conclusion
29(2)
2 Mixed methods research
31(20)
2.1 Introduction
31(1)
2.2 What is mixed methods research?
32(1)
2.3 Why use mixed methods research?
33(1)
2.4 The foundations of mixed methods research
34(4)
2.5 Working with mixed methods approaches
38(10)
2.6 Stages in mixed methods research
48(1)
2.7 Conclusion
48(3)
3 Critical educational research
51(17)
3.1 Critical theory and critical educational research
51(3)
3.2 Criticisms of approaches from critical theory
54(1)
3.3 Participatory research and critical theory
55(3)
3.4 Feminist research
58(5)
3.5 A note on post-colonial theory and queer theory
63(1)
3.6 Value-neutrality in educational research
63(2)
3.7 A summary of three major paradigms
65(3)
4 Theory in educational research
68(11)
4.1 What is theory?
68(3)
4.2 Why have theory?
71(1)
4.3 What makes a theory interesting?
71(1)
4.4 Types of theory
72(4)
4.5 Where does theory come from?
76(1)
4.6 Questions about theory for researchers
77(1)
4.7 Conclusion
77(2)
5 Evaluation and research
79(8)
5.1 Similarities and differences between research and evaluation
79(3)
5.2 Evaluation research and policy making
82(1)
5.3 Research, evaluation, politics and policy making
83(4)
6 The search for causation
87(22)
6.1 Introduction
87(1)
6.2 Causes and conditions
87(1)
6.3 Causal inference and probabilistic causation
88(4)
6.4 Causation, explanation, prediction and correlation
92(2)
6.5 Causal over-determination
94(1)
6.6 The timing and scope of the cause and the effect
95(1)
6.7 Causal direction, directness and indirectness
96(1)
6.8 Establishing causation
96(2)
6.9 The role of action narratives in causation
98(1)
6.10 Researching causes and effects
99(2)
6.11 Researching the effects of causes
101(2)
6.12 Researching the causes of effects
103(4)
6.13 Conclusion
107(2)
PART 2 Research design
109(176)
7 The ethics of educational and social research
111(33)
7.1 Introduction
111(1)
7.2 Ethical principles and the nature of ethics in educational research
112(2)
7.3 Sponsored research
114(1)
7.4 Regulatory contexts of ethics
115(5)
7.5 Choice of research topic and research design
120(2)
7.6 Informed consent
122(5)
7.7 Non-maleficence, beneficence and human dignity
127(1)
7.8 Privacy
128(1)
7.9 Anonymity
129(1)
7.10 Confidentiality
130(1)
7.11 Against privacy, confidentiality and anonymity
130(2)
7.12 Deception
132(2)
7.13 Gaining access and acceptance into the research setting
134(2)
7.14 Power and position
136(1)
7.15 Reciprocity
137(1)
7.16 Ethics in data analysis
137(2)
7.17 Ethics in reporting and dissemination
139(2)
7.18 Responsibilities to sponsors, authors and the research community
141(1)
7.19 Conclusion
141(3)
8 Ethics in Internet research
144(9)
8.1 What is Internet research?
144(1)
8.2 What are key ethical issues in Internet research?
144(1)
8.3 Informed consent
145(1)
8.4 Public and private matters
146(2)
8.5 Confidentiality and anonymity
148(1)
8.6 Ethical codes for Internet research
149(3)
8.7 Conclusion
152(1)
9 Choosing a research project
153(12)
9.1 Introduction
153(1)
9.2 What gives rise to the research project?
153(3)
9.3 The importance of the research
156(1)
9.4 The purposes of the research
157(1)
9.5 Ensuring that the research can be conducted
158(2)
9.6 Considering research questions
160(1)
9.7 The literature search and review
161(1)
9.8 Summary of key issues in choosing a research topic or project
162(3)
10 Research questions
165(8)
10.1 Why have research questions?
165(1)
10.2 Where do research questions come from?
165(1)
10.3 What kinds of research question are there?
166(1)
10.4 Devising your research question(s)
167(2)
10.5 Making your research question answerable
169(3)
10.6 How many research questions should I have?
172(1)
10.7 A final thought
172(1)
11 Research design and planning
173(29)
11.1 Introduction
173(1)
11.2 Approaching research planning
174(1)
11.3 Research design and methodology
175(2)
11.4 From design to operational planning
177(1)
11.5 A framework for planning research
177(4)
11.6 Conducting and reporting a literature review
181(2)
11.7 Searching for literature on the Internet
183(2)
11.8 How to operationalize research questions
185(1)
11.9 Distinguishing methods from methodologies
186(1)
11.10 Data analysis
186(1)
11.11 Presenting and reporting the results
186(2)
11.12 A planning matrix for research
188(6)
11.13 Managing the planning of research
194(2)
11.14 A worked example
196(5)
11.15 Ensuring quality in the planning of research
201(1)
12 Sampling
202(26)
12.1 Introduction
202(1)
12.2 The sample size
203(6)
12.3 Sampling error
209(2)
12.4 Statistical power and sample size
211(1)
12.5 The representativeness of the sample
212(1)
12.6 The access to the sample
213(1)
12.7 The sampling strategy to be used
214(1)
12.8 Probability samples
214(3)
12.9 Non-probability samples
217(6)
12.10 Sampling in qualitative research
223(1)
12.11 Sampling in mixed methods research
224(1)
12.12 Planning a sampling strategy
225(1)
12.13 Conclusion
226(2)
13 Sensitive educational research
228(17)
13.1 Introduction
228(1)
13.2 What is sensitive research?
228(2)
13.3 Sampling and access
230(3)
13.4 Ethical issues in sensitive research
233(3)
13.5 Effects of sensitive research on the researcher
236(1)
13.6 Researching powerful people
237(3)
13.7 Researching powerless and vulnerable people
240(2)
13.8 Asking questions
242(1)
13.9 Conclusion
243(2)
14 Validity and reliability
245(40)
14.1 Defining validity
245(1)
14.2 Validity in quantitative research
246(1)
14.3 Validity in qualitative research
247(3)
14.4 Validity in mixed methods research
250(2)
14.5 Types of validity
252(13)
14.6 Triangulation
265(2)
14.7 Ensuring validity
267(1)
14.8 Reliability
268(1)
14.9 Reliability in quantitative research
268(2)
14.10 Reliability in qualitative research
270(1)
14.11 Validity and reliability in interviews
271(5)
14.12 Validity and reliability in experiments
276(1)
14.13 Validity and reliability in questionnaires
277(1)
14.14 Validity and reliability in observations
278(1)
14.15 Validity and reliability in tests
279(4)
14.16 Validity and reliability in life histories
283(1)
14.17 Validity and reliability in case studies
284(1)
PART 3 Methodologies for educational research
285(184)
15 Qualitative, naturalistic and ethnographic research
287(36)
15.1 Foundations of qualitative, naturalistic and ethnographic inquiry
288(4)
15.2 Naturalistic research
292(1)
15.3 Ethnographic research
292(2)
15.4 Critical ethnography
294(3)
15.5 Autoethnography
297(2)
15.6 Virtual ethnography
299(1)
15.7 Phenomenological research
300(1)
15.8 Planning qualitative, naturalistic and ethnographic research
301(1)
15.9 Reflexivity
302(1)
15.10 Doing qualitative research
303(17)
15.11 Some challenges in qualitative, ethnographic and naturalistic approaches
320(3)
16 Historical and documentary research
323(11)
Jane Martin
16.1 Introduction
323(1)
16.2 Some preliminary considerations: theory and method
323(2)
16.3 The requirements and process of documentary analysis
325(1)
16.4 Some problems surrounding the use of documentary sources
325(1)
16.5 The voice of the past: whose account counts?
326(2)
16.6 A worked example: a biographical approach to the history of education
328(4)
16.7 Conclusion
332(2)
17 Surveys, longitudinal, cross-sectional and trend studies
334(27)
17.1 Introduction
334(1)
17.2 What is a survey?
334(1)
17.3 Advantages of surveys
334(2)
17.4 Some preliminary considerations
336(1)
17.5 Planning and designing a survey
337(3)
17.6 Survey questions
340(1)
17.7 Low response, non-response and missing data
341(4)
17.8 Survey sampling
345(2)
17.9 Longitudinal and cross-sectional surveys
347(2)
17.10 Strengths and weaknesses of longitudinal, cohort and cross-sectional studies
349(3)
17.11 Postal, interview and telephone surveys
352(5)
17.12 Comparing methods of data collection in surveys
357(4)
18 Internet surveys
361(14)
18.1 Introduction
361(1)
18.2 Advantages of Internet surveys
361(1)
18.3 Disadvantages of Internet surveys
362(1)
18.4 Constructing Internet-based surveys
363(4)
18.5 Ethical issues in Internet-based surveys
367(5)
18.6 Sampling in Internet-based surveys
372(1)
18.7 Improving response rates in Internet surveys
372(2)
18.8 Technological advances
374(1)
19 Case studies
375(16)
19.1 What is a case study?
375(2)
19.2 Types of case study
377(1)
19.3 Advantages and disadvantages of case study
378(2)
19.4 Generalization in case study
380(1)
19.5 Reliability and validity in case studies
381(1)
19.6 Planning a case study
382(2)
19.7 Case study design and methodology
384(2)
19.8 Sampling in case studies
386(1)
19.9 Data in case studies
387(1)
19.10 Writing up a case study
388(1)
19.11 What makes a good case study researcher?
389(1)
19.12 Conclusion
390(1)
20 Experiments
391(36)
20.1 Introduction
391(1)
20.2 Randomized controlled trials
391(10)
20.3 Designs in educational experiments
401(1)
20.4 True experimental designs
402(4)
20.5 Quasi-experimental designs
406(2)
20.6 Single-case ABAB design
408(1)
20.7 Procedures in conducting experimental research
409(2)
20.8 Threats to internal and external validity in experiments
411(1)
20.9 The timing of the pre-test and the post-test
412(1)
20.10 The design experiment
413(2)
20.11 Internet-based experiments
415(3)
20.12 Ex post facto research
418(7)
20.13 Conclusion
425(2)
21 Meta-analysis, systematic reviews and research syntheses
427(13)
Harsh Suri
21.1 Introduction
427(1)
21.2 Meta-analysis
428(2)
21.3 Systematic reviews
430(1)
21.4 Methodologically inclusive research syntheses
431(8)
21.5 Conclusion
439(1)
22 Action research
440(17)
22.1 Introduction
440(1)
22.2 Defining action research
441(2)
22.3 Principles and characteristics of action research
443(1)
22.4 Participatory action research
444(1)
22.5 Action research as critical praxis
445(3)
22.6 Action research and complexity theory
448(1)
22.7 Procedures for action research
448(4)
22.8 Reporting action research
452(1)
22.9 Reflexivity in action research
453(1)
22.10 Ethical issues in action research
454(1)
22.11 Some practical and theoretical matters
454(2)
22.12 Conclusion
456(1)
23 Virtual worlds, social network software and netography in educational research
457(12)
Stewart Martin
23.1 Introduction
457(1)
23.2 Key features of virtual worlds
457(1)
23.3 Social network software
458(1)
23.4 Using virtual worlds and social media in educational research
458(1)
23.5 Netography, virtual worlds and social media network software
459(2)
23.6 Opportunities for research with virtual worlds, social network software and netography
461(2)
23.7 Ethics
463(1)
23.8 Guidelines for practice
464(1)
23.9 Data
465(2)
23.10 Conclusion
467(2)
PART 4 Methods of data collection
469(172)
24 Questionnaires
471(35)
24.1 Introduction
471(1)
24.2 Ethical issues
471(1)
24.3 Planning the questionnaire
472(3)
24.4 Types of questionnaire items
475(14)
24.5 Asking sensitive questions
489(1)
24.6 Avoiding pitfalls in question writing
490(2)
24.7 Sequencing questions
492(1)
24.8 Questionnaires containing few verbal items
493(1)
24.9 The layout of the questionnaire
493(2)
24.10 Covering letters/sheets and follow-up letters
495(1)
24.11 Piloting the questionnaire
496(2)
24.12 Practical considerations in questionnaire design
498(3)
24.13 Administering questionnaires
501(3)
24.14 Processing questionnaire data
504(2)
25 Interviews
506(36)
25.1 Introduction
506(1)
25.2 Conceptions of the interview
507(1)
25.3 Purposes of the interview
508(1)
25.4 Types of interview
508(4)
25.5 Planning and conducting interviews
512(15)
25.6 Group interviewing
527(1)
25.7 Interviewing children
528(3)
25.8 Interviewing minority and marginalized people
531(1)
25.9 Focus groups
532(1)
25.10 Non-directive, focused, problem-centred and in-depth interviews
533(2)
25.11 Telephone interviewing
535(3)
25.12 Online interviewing
538(2)
25.13 Ethical issues in interviewing
540(2)
26 Observation
542(21)
26.1 Introduction
542(3)
26.2 Structured observation
545(5)
26.3 The need to practise structured observation
550(1)
26.4 Analysing data from structured observations
550(1)
26.5 Critical incidents
551(1)
26.6 Naturalistic and participant observation
551(4)
26.7 Data analysis for unstructured observations and videos
555(1)
26.8 Natural and artificial settings for observation
555(1)
26.9 Video observations
556(2)
26.10 Timing and causality with observational data
558(1)
26.11 Ethical considerations in observations
558(2)
26.12 Reliability and validity in observations
560(2)
26.13 Conclusion
562(1)
27 Tests
563(23)
27.1 Introduction
563(1)
27.2 What are we testing?
563(2)
27.3 Parametric and non-parametric tests
565(1)
27.4 Diagnostic tests
565(1)
27.5 Norm-referenced, criterion-referenced and domain-referenced tests
565(2)
27.6 Commercially produced tests and researcher-produced tests
567(1)
27.7 Constructing and validating a test
568(15)
27.8 Software for preparation of a test
583(1)
27.9 Devising a pre-test and post-test
583(1)
27.10 Ethical issues in testing
584(1)
27.11 Computerized adaptive testing
585(1)
28 Using secondary data in educational research
586(7)
28.1 Introduction
586(1)
28.2 Advantages of using secondary data
587(1)
28.3 Challenges in using secondary data
588(1)
28.4 Ethical issues in using secondary data
589(1)
28.5 Examples of secondary data analysis
589(1)
28.6 Working with secondary data
589(3)
28.7 Conclusion
592(1)
29 Personal constructs
593(13)
Richard Bell
29.1 Introduction
593(1)
29.2 Strengths of repertory grid technique
594(1)
29.3 Working with personal constructs
595(4)
29.4 Grid analysis
599(1)
29.5 Some examples of the use of the repertory grid in educational research
600(4)
29.6 Competing demands in the use of the repertory grid technique in research
604(1)
29.7 Resources
605(1)
30 Role-play and research
606(22)
Carmel O'Sullivan
30.1 Introduction
606(1)
30.2 Role-play pedagogy
607(1)
30.3 What is role-play?
608(2)
30.4 Why use role-play in research?
610(2)
30.5 Issues to be aware of when using role-play
612(4)
30.6 Role-play as a research method
616(1)
30.7 Role-play as a research method: special features
616(1)
30.8 A note of caution
617(1)
30.9 How does role-play work?
617(1)
30.10 Strategies for successful role-play
618(5)
30.11 Examples of research using role-play
623(3)
30.12 A note on simulations
626(2)
31 Visual media in educational research
628(13)
31.1 Introduction
628(2)
31.2 Who provides the images?
630(1)
31.3 Photo-elicitation
630(3)
31.4 Video and moving images
633(1)
31.5 Artefacts
634(2)
31.6 Ethical practices in visual research
636(5)
PART 5 Data analysis and reporting
641(214)
32 Approaches to qualitative data analysis
643(14)
32.1 Elements of qualitative data analysis
643(4)
32.2 Data analysis, thick description and reflexivity
647(3)
32.3 Ethics in qualitative data analysis
650(1)
32.4 Computer assisted qualitative data analysis (CAQDAS)
650(7)
33 Organizing and presenting qualitative data
657(11)
33.1 Tabulating data
657(4)
33.2 Ten ways of organizing and presenting data analysis
661(3)
33.3 Narrative and biographical approaches to data analysis
664(1)
33.4 Systematic approaches to data analysis
665(1)
33.5 Methodological tools for analysing qualitative data
666(2)
34 Coding and content analysis
668(18)
34.1 Introduction
668(1)
34.2 Coding
668(5)
34.3 Concerns about coding
673(1)
34.4 What is content analysis?
674(1)
34.5 How does content analysis work?
675(5)
34.6 A worked example of content analysis
680(4)
34.7 Reliability in content analysis
684(2)
35 Discourses: conversations, narratives and autobiographies as texts
686(16)
35.1 Discourse analysis and critical discourse analysis
686(2)
35.2 A conversational analysis
688(6)
35.3 Narrative analysis
694(4)
35.4 Autobiography
698(2)
35.5 Conclusion
700(2)
36 Analysing visual media
702(12)
36.1 Introduction
702(2)
36.2 Content analysis
704(1)
36.3 Discourse analysis
705(1)
36.4 Grounded theory
706(1)
36.5 Interpreting images
707(1)
36.6 Interpreting an image: a worked example
708(4)
36.7 Analysing moving images
712(1)
36.8 Conclusion
713(1)
37 Grounded theory
714(11)
37.1 Introduction
714(1)
37.2 Versions of grounded theory
715(2)
37.3 Stages in generating a grounded theory
717(1)
37.4 The tools of grounded theory
717(4)
37.5 The strength of the grounded theory
721(1)
37.6 Evaluating grounded theory
721(1)
37.7 Preparing to work in grounded theory
722(1)
37.8 Some concerns about grounded theory
722(3)
38 Approaches to quantitative data analysis
725(14)
38.1 Introduction
725(1)
38.2 Scales of data
725(2)
38.3 Parametric and non-parametric data
727(1)
38.4 Descriptive and inferential statistics
727(1)
38.5 Kinds of variables
728(2)
38.6 Hypotheses
730(2)
38.7 One-tailed and two-tailed tests
732(1)
38.8 Confidence intervals
733(1)
38.9 Distributions
733(4)
38.10 Conclusion
737(2)
39 Statistical significance, effect size and statistical power
739(14)
39.1 Introduction
739(1)
39.2 Statistical significance
739(3)
39.3 Concerns about statistical significance
742(2)
39.4 Hypothesis testing and null hypothesis significance testing
744(1)
39.5 Effect size
745(4)
39.6 Statistical power
749(3)
39.7 Conclusion
752(1)
40 Descriptive statistics
753(23)
40.1 Missing data
753(1)
40.2 Frequencies, percentages and crosstabulations
754(8)
40.3 Measures of central tendency and dispersal
762(3)
40.4 Taking stock
765(1)
40.5 Correlations and measures of association
765(7)
40.6 Partial correlations
772(2)
40.7 Reliability
774(2)
41 Inferential statistics: difference tests
776(26)
41.1 Measures of difference between groups
776(1)
41.2 The t-test
777(4)
41.3 Analysis of Variance
781(8)
41.4 The chi-square test
789(3)
41.5 Degrees of freedom
792(2)
41.6 The Mann-Whitney and Wilcoxon tests
794(3)
41.7 The Kruskal-Wallis and Friedman tests
797(4)
41.8 Conclusion
801(1)
42 Inferential statistics: regression analysis and standardization
802(16)
42.1 Regression analysis
802(1)
42.2 Simple linear regression
803(2)
42.3 Multiple regression
805(9)
42.4 Standardized scores
814(3)
42.5 Conclusion
817(1)
43 Factor analysis, cluster analysis and structural equation modelling
818(21)
43.1 Conducting factor analysis
818(8)
43.2 What to look for in factor analysis output
826(2)
43.3 Cluster analysis
828(5)
43.4 A note on structural equation modelling
833(3)
43.5 A note on multilevel modelling
836(3)
44 Choosing a statistical test
839(8)
44.1 Introduction
839(1)
44.2 Sampling issues
839(2)
44.3 The types of data used
841(1)
44.4 Choosing the right statistic
841(1)
44.5 Assumptions of tests
841(6)
45 Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses
847(8)
Barry Cooper
Judith Glaesser
45.1 Introduction
847(1)
45.2 Starting from a `quantitative' stance
848(2)
45.3 Starting from a `qualitative' stance
850(1)
45.4 Qualitative Comparative Analysis (QCA)
850(2)
45.5 QCA: sufficiency
852(1)
45.6 Conclusion
853(2)
Bibliography 855(52)
Index 907
Louis Cohen is Emeritus Professor of Education at Loughborough University, UK.

Lawrence Manion was Principal Lecturer in Music at Manchester Metropolitan University, UK.

Keith Morrison is Professor and Advisor for Institutional Development at Macau University of Science and Technology, China.