MARC details
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09784cam a2200253 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20210520052427.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
100802s2011 enka b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780415583350 (hard cover) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780415583367 (soft cover) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
BUL |
| Transcribing agency |
BUL |
| Modifying agency |
BUL |
| Language of cataloging |
English |
| Description conventions |
RDA |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
370.72 |
| Edition number |
22 |
| Item number |
COH |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Cohen, Louis, |
| 245 10 - TITLE STATEMENT |
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| Title |
Research methods in education / |
| Statement of responsibility, etc. |
Louis Cohen, Lawrence Manion, and Keith Morrison ; with contributions from Richard Bell ... [et al.]. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
7th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
London ; |
| -- |
New York : |
| Name of publisher, distributor, etc. |
Routledge, |
| Date of publication, distribution, etc. |
2011. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxii, 758 p. : |
| Other physical details |
ill. (chiefly col.) ; |
| Dimensions |
25 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
TABLE OF CONTENTS:<br/>List of Figures<br/>List of Tables<br/>List of Boxes<br/>List of Contributors<br/>Preface to the Seventh Edition<br/>Acknowledgements<br/>PART 1<br/>The Context of Education Research <br/>1. The Nature of Enquiry: Setting the Field<br/>1.1 Introduction <br/>1.2 The search for Truth<br/>1.3 Two Conceptions of Social Reality<br/>1.4 Positivism<br/>1.5 The Assumptions and Nature of Science<br/>1.6 The Tools of Science<br/>1.7 The Scientific Method<br/>1.8 Criticisms of Positivism and the Scientific Method<br/>1.9 Alternatives to Positivistic Social Science Naturalistic Approaches<br/>1.10 A Question of Terminology: The Normative and Interpretive Paradigms<br/>2. Critical Educational Research<br/>2.1 Critical Theory and Critical Educational Research<br/>2.2 Criticisms of Approaches from Critical Theory<br/>2.3 Critical Theory and Curriculum Research<br/>2.4 Participatory Research and Critical Theory<br/>2.5 Feminist Research<br/>3. Evaluation and the Politics of Educational Research<br/>3.1 Research and Evaluation<br/>3.2 Research, Politics and Policy Making<br/>4. The Research for Causation<br/>4.1 Causes and Conditions<br/>4.2 Causal Inference and Probabilistic Causation<br/>4.3 Causation, Explanation, Prediction and Correlation<br/>4.4 Causal Over-Determination<br/>4.5 The Timing and scope of the Cause and the Effect<br/>PART 2<br/>Planning Educational research<br/>5. The Ethics of Educational and Social Research<br/>5.1 Introduction<br/>5.2 Informed Consent<br/>5.3 Access and Acceptance<br/>5.4 The Field of Ethics<br/>5.5 Sources of Tension<br/>6. Choosing a Research Project<br/>6.1 Introduction<br/>6.2 What gives Rise to the Research Project?<br/>6.3 The Importance of the Research<br/>6.4 The Purposes of the Research<br/>6.5 Ensuring that the Research can be Conducted<br/>7. Planning Educational research<br/>7.1 Introduction<br/>7.2 Approaching Research Planning<br/>7.3 A Framework for Planning research<br/>7.4 Conducting and Reporting a Literature review<br/>7.5 Searching for Literature on the Internet<br/>8. Sampling<br/>8.1 Introduction<br/>8.2 The Sample Size<br/>8.3 Sampling Error<br/>8.4 The Representativeness of the sample<br/>8.5 The Access to the sample<br/>8.6 The Sampling Strategy to be Used<br/>9. Sensitive Educational Research<br/>9.1 Introduction<br/>9.2 What is Sensitive Research?<br/>9.3 Sampling and Access<br/>9.4 Ethical Issues in Sensitive research<br/>9.5 Researching Powerful People<br/>10. Validity and Reliability<br/>10.1 Defining Validity <br/>10.2 Validity in Quantitative Research<br/>10.3 Validity in Qualitative Research<br/>10.4 Types of Validity<br/>10.5 Reliability<br/>10.6 Reliability in Quantitative Research<br/>10.7 Reliability in Qualitative Research<br/>10.8 Validity and Reliability in Interviews, Experiments Questionnaires and Observations<br/>PART 3<br/>Styles of Educational Research<br/>11. Naturalistic, Qualitative and Ethnographic Research<br/>11.1 Foundations of Naturalistic, Qualitative and Ethnographic Enquiry<br/>11.2 Planning Naturalistic, Qualitative and Ethnographic Research<br/>11.3 Features and Stages of Qualitative Study<br/>11.4 Critical Ethnography<br/>11.5 Some problems with Ethnographic and Naturalistic Approaches<br/>12. Historical and Documentary research in Education<br/>GARY MCCULLOCH<br/><br/>12.1 Introduction<br/>12.2 What is a document<br/>12.3 Primary Documents<br/>12.4 In the Archives<br/>12.5 Documentary Analysis<br/>12.6 Ethical and Legal Issues<br/>12.7 Conclusions<br/>13. Surveys, Longitudinal, Cross-Sectional and Trend Studies<br/>13.1 What is a Survey?<br/>13.2 Some Preliminary Considerations<br/>13.3 Planning a Survey<br/>13.4 Low response and Non-response, and how to reduce them<br/>13.5 Survey Sampling<br/>14. Case studies<br/>14.1 What is a Case Study?<br/>14.2 Generalization in Case Study<br/>14.3 Reliability and validity in Case studies<br/>14.4 What makes a good Case Study Researcher?<br/>14.5 Examples of kinds of Case Study<br/>15. Ex Post facto Research<br/>15.1 Introduction<br/>15.2 Co-Relational and Criterion Groups Designs<br/>15.3 Characteristics of Ex Post Facto research<br/>15.4 Occasions when Appropriate<br/>15.5 Advantages and Disadvantages of ex post facto Research<br/>16. Experiments, Quasi-Experiments, Single-Case Research and Internet-based Experiments<br/>16.1 Introduction<br/>16.2 Designs in educational Experimentation<br/>16.3 True Experimental Designs<br/>16.4 A quasi-experimental Design: The Non-Equivalent Control Group Design<br/>16.5 Single-Case Research: ABAB design<br/>17. Meta-Analysis, Research Syntheses and Systematic Reviews<br/>17.1 Evidence-Based Research<br/>17.2 Meta-Analysis<br/>17.3 Research Syntheses and Systematic reviews<br/>18. Action Research<br/>18.1 Introduction<br/>18.2 Defining Action Research<br/>18.3 Principles and Characteristics of action Research<br/>18.4 Participatory Action Research<br/>18.5 Action Research as Critical Praxis<br/>19. Virtual Worlds in Educational Research<br/>STEWRAT MARTIN<br/>19.1 Simulations and Virtual Worlds<br/>19.2 Theoretical bases of Simulations and Virtual Worlds<br/>19.3 Applications of Virtual Worlds<br/>19.4 A Worked Example of Virtual World Research<br/>19.5 Opportunities and Limitations<br/>PART 4<br/>Strategies and Instruments for Data Collection and Researching<br/>20. Questionnaires<br/>20.1 Ethical Issues<br/>20.2 Approaching the Planning of a Questionnaire<br/>20.3 Types of Questionnaire Items<br/>20.4 Asking Sensitive Questions<br/>20.5 Avoiding Pitfalls in Question Writing<br/>21. Interviews<br/>21.1 Introduction<br/>21.2 Conceptions of the Interview<br/>21.3 Purposes of the Interview<br/>21.4 Types of Interview<br/>21.5 Planning Interview-based Research Procedures<br/>22. Accounts<br/>22.1 Introduction<br/>22.2 The Ethogenic Approach<br/>22.3 Characteristics of Accounts and Episodes<br/>22.4 Procedures in Eliciting, Analyzing and Authenticating Accounts: An Example<br/>22.5 Network Analysis<br/>23. Observation<br/>23.1 Introduction<br/>23.2 Structured Observation<br/>23.3 The Need to Practice Structured Observation<br/>23.4 Analysing Data from Structured Observation<br/>23.5 Critical Incidents<br/>24. Tests<br/>24.1 What are we Testing?<br/>24.2 Parametric and Non-Parametric Tests<br/>24.3 Norm-Referenced, Criterion-Referenced and Domain-Referenced Tests<br/>24.4 Commercially Produced Tests and Researcher-Produced Tests<br/>24.5 Constructing a Test<br/>25. Personal Constructs<br/>RICHARD BELL<br/>25.1 Introduction<br/>25.2 Strengths of Repertory Grid Technique<br/>25.3 Working with Personal Constructs<br/>25.4 Grid Analysis<br/>25.5 Some examples of the use of repertory Grid in Educational Research<br/>26. Role Playing<br/>CARMEL O’SULLIVAN<br/>26.1 Introduction<br/>26.2 What is Role-Play?<br/>26.3 Why use Role-Play in Research?<br/>26.4 Issues to be aware of using Role-Play<br/>26.5 Role-Play as a Research Method<br/>27. Visual Media in Educational Research<br/>27.1 Introduction<br/>27.2 Photographs and Still Images<br/>27.3 Video and moving Images<br/>27.4 Artefacts<br/>27.5 Ethical Practices in Visual Research<br/>PART 5<br/>Data Analysis<br/>28. Approaches to Qualitative Data Analysis<br/>28.1 Introduction<br/>28.2 Data Analysis, thick Description and Reflexivity<br/>28.3 Ethics in Qualitative data Analysis<br/>28.4 Computer-Assisted Qualitative data Analysis (CAQDAS)<br/>29. Organizing and presenting Qualitative Data<br/>29.1 Tabulating Data<br/>29.2 Seven way of Organizing and Presenting Data Analysis<br/>29.3 Narrative and Biographical Approaches to Data analysis<br/>29.4 Systematic Approaches to Data Analysis<br/>29.5 Methodological Tools for Analyzing Qualitative data<br/>30. Coding and Content Analysis<br/>30.1 Coding<br/>30.2 What is Content Analysis?<br/>30.3 How does Content Analysis Work?<br/>30.4 A Worked Example of Content Analysis<br/>30.5 Reliability in Content Analysis<br/>31. Discourses: Conversations, Narratives, and Autobiographies as Texts<br/>31.1 What is a Discourse?<br/>31.2 A Conversational Analysis<br/>31.3 A Narrative Discourse<br/>31.4 Autobiography<br/>31.5 Conclusion<br/>32. Analyzing Visual Media<br/>32.1 Introduction<br/>32.2 Content Analysis<br/>32.3 Discourse Analysis<br/>32.4 Grounded Theory<br/>32.5 Interpreting Images<br/>33. Grounded Theory<br/>33.1 Introduction<br/>33.2 The Tools of Grounded Theory<br/>33.3 Developing Grounded Theory<br/>33.4 Evaluating Grounded Theory<br/>33.5 Preparing to work in Grounded Theory<br/>34. Approaches to Quantitative Data Analysis<br/>34.1 Scales of Data<br/>34.2 Parametric and Non-Parametric Data<br/>34.3 Descriptive and Inferential Statistics<br/>34.4 Kinds of Variables<br/>34.5 Hypotheses<br/>35. Descriptive Statistics <br/>35.1 Frequencies, Percentages and Crosstabulations <br/>35.2 Measures of Central Tendency and Dispersal<br/>35.3 Taking Stock<br/>35.4 Correlation and Measures of Association<br/>35.5 Partial Correlations<br/>35.6 Reliability<br/>36. Inferential Statistics <br/>36.1 Measures of Difference between Groups<br/>36.2 The t-test<br/>36.3 Analysis of Variance<br/>36.4 The Chi-Square Test<br/>36.5 Degrees of Freedom<br/>37. Multidimensional Measurement and Factor Analysis<br/>37.1 Introduction<br/>37.2 Elementary Linkage Analysis: An Example<br/>37.3 Factor Analysis<br/>37.4 What to look for in Factor Analysis Output<br/>37.5 Cluster Analysis<br/>38. Choosing a Statistical Test<br/>38.1 Introduction <br/>38.2 How many samples?<br/>38.3 The types of Data Used<br/>38.4 Choosing the right Statistic<br/>38.5 Assumption of Tests<br/> Notes<br/> Bibliography<br/> Index<br/> |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Education |
| General subdivision |
Research |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Manion, Lawrence. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Morrison, Keith |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Book Open Access |
| Edition |
7th Edition |
| Classification part |
370.72 |
| Item part |
1 |
| Call number prefix |
COH |
| Call number suffix |
370.72 COH |
