Research methods in education / Louis Cohen, Lawrence Manion, and Keith Morrison ; with contributions from Richard Bell ... [et al.].

TABLE OF CONTENTS:
List of Figures
List of Tables
List of Boxes
List of Contributors
Preface to the Seventh Edition
Acknowledgements
PART 1
The Context of Education Research
1. The Nature of Enquiry: Setting the Field
1.1 Introduction
1.2 The search for Truth
1.3 Two Conceptions of Social Reality
1.4 Positivism
1.5 The Assumptions and Nature of Science
1.6 The Tools of Science
1.7 The Scientific Method
1.8 Criticisms of Positivism and the Scientific Method
1.9 Alternatives to Positivistic Social Science Naturalistic Approaches
1.10 A Question of Terminology: The Normative and Interpretive Paradigms
2. Critical Educational Research
2.1 Critical Theory and Critical Educational Research
2.2 Criticisms of Approaches from Critical Theory
2.3 Critical Theory and Curriculum Research
2.4 Participatory Research and Critical Theory
2.5 Feminist Research
3. Evaluation and the Politics of Educational Research
3.1 Research and Evaluation
3.2 Research, Politics and Policy Making
4. The Research for Causation
4.1 Causes and Conditions
4.2 Causal Inference and Probabilistic Causation
4.3 Causation, Explanation, Prediction and Correlation
4.4 Causal Over-Determination
4.5 The Timing and scope of the Cause and the Effect
PART 2
Planning Educational research
5. The Ethics of Educational and Social Research
5.1 Introduction
5.2 Informed Consent
5.3 Access and Acceptance
5.4 The Field of Ethics
5.5 Sources of Tension
6. Choosing a Research Project
6.1 Introduction
6.2 What gives Rise to the Research Project?
6.3 The Importance of the Research
6.4 The Purposes of the Research
6.5 Ensuring that the Research can be Conducted
7. Planning Educational research
7.1 Introduction
7.2 Approaching Research Planning
7.3 A Framework for Planning research
7.4 Conducting and Reporting a Literature review
7.5 Searching for Literature on the Internet
8. Sampling
8.1 Introduction
8.2 The Sample Size
8.3 Sampling Error
8.4 The Representativeness of the sample
8.5 The Access to the sample
8.6 The Sampling Strategy to be Used
9. Sensitive Educational Research
9.1 Introduction
9.2 What is Sensitive Research?
9.3 Sampling and Access
9.4 Ethical Issues in Sensitive research
9.5 Researching Powerful People
10. Validity and Reliability
10.1 Defining Validity
10.2 Validity in Quantitative Research
10.3 Validity in Qualitative Research
10.4 Types of Validity
10.5 Reliability
10.6 Reliability in Quantitative Research
10.7 Reliability in Qualitative Research
10.8 Validity and Reliability in Interviews, Experiments Questionnaires and Observations
PART 3
Styles of Educational Research
11. Naturalistic, Qualitative and Ethnographic Research
11.1 Foundations of Naturalistic, Qualitative and Ethnographic Enquiry
11.2 Planning Naturalistic, Qualitative and Ethnographic Research
11.3 Features and Stages of Qualitative Study
11.4 Critical Ethnography
11.5 Some problems with Ethnographic and Naturalistic Approaches
12. Historical and Documentary research in Education
GARY MCCULLOCH

12.1 Introduction
12.2 What is a document
12.3 Primary Documents
12.4 In the Archives
12.5 Documentary Analysis
12.6 Ethical and Legal Issues
12.7 Conclusions
13. Surveys, Longitudinal, Cross-Sectional and Trend Studies
13.1 What is a Survey?
13.2 Some Preliminary Considerations
13.3 Planning a Survey
13.4 Low response and Non-response, and how to reduce them
13.5 Survey Sampling
14. Case studies
14.1 What is a Case Study?
14.2 Generalization in Case Study
14.3 Reliability and validity in Case studies
14.4 What makes a good Case Study Researcher?
14.5 Examples of kinds of Case Study
15. Ex Post facto Research
15.1 Introduction
15.2 Co-Relational and Criterion Groups Designs
15.3 Characteristics of Ex Post Facto research
15.4 Occasions when Appropriate
15.5 Advantages and Disadvantages of ex post facto Research
16. Experiments, Quasi-Experiments, Single-Case Research and Internet-based Experiments
16.1 Introduction
16.2 Designs in educational Experimentation
16.3 True Experimental Designs
16.4 A quasi-experimental Design: The Non-Equivalent Control Group Design
16.5 Single-Case Research: ABAB design
17. Meta-Analysis, Research Syntheses and Systematic Reviews
17.1 Evidence-Based Research
17.2 Meta-Analysis
17.3 Research Syntheses and Systematic reviews
18. Action Research
18.1 Introduction
18.2 Defining Action Research
18.3 Principles and Characteristics of action Research
18.4 Participatory Action Research
18.5 Action Research as Critical Praxis
19. Virtual Worlds in Educational Research
STEWRAT MARTIN
19.1 Simulations and Virtual Worlds
19.2 Theoretical bases of Simulations and Virtual Worlds
19.3 Applications of Virtual Worlds
19.4 A Worked Example of Virtual World Research
19.5 Opportunities and Limitations
PART 4
Strategies and Instruments for Data Collection and Researching
20. Questionnaires
20.1 Ethical Issues
20.2 Approaching the Planning of a Questionnaire
20.3 Types of Questionnaire Items
20.4 Asking Sensitive Questions
20.5 Avoiding Pitfalls in Question Writing
21. Interviews
21.1 Introduction
21.2 Conceptions of the Interview
21.3 Purposes of the Interview
21.4 Types of Interview
21.5 Planning Interview-based Research Procedures
22. Accounts
22.1 Introduction
22.2 The Ethogenic Approach
22.3 Characteristics of Accounts and Episodes
22.4 Procedures in Eliciting, Analyzing and Authenticating Accounts: An Example
22.5 Network Analysis
23. Observation
23.1 Introduction
23.2 Structured Observation
23.3 The Need to Practice Structured Observation
23.4 Analysing Data from Structured Observation
23.5 Critical Incidents
24. Tests
24.1 What are we Testing?
24.2 Parametric and Non-Parametric Tests
24.3 Norm-Referenced, Criterion-Referenced and Domain-Referenced Tests
24.4 Commercially Produced Tests and Researcher-Produced Tests
24.5 Constructing a Test
25. Personal Constructs
RICHARD BELL
25.1 Introduction
25.2 Strengths of Repertory Grid Technique
25.3 Working with Personal Constructs
25.4 Grid Analysis
25.5 Some examples of the use of repertory Grid in Educational Research
26. Role Playing
CARMEL O’SULLIVAN
26.1 Introduction
26.2 What is Role-Play?
26.3 Why use Role-Play in Research?
26.4 Issues to be aware of using Role-Play
26.5 Role-Play as a Research Method
27. Visual Media in Educational Research
27.1 Introduction
27.2 Photographs and Still Images
27.3 Video and moving Images
27.4 Artefacts
27.5 Ethical Practices in Visual Research
PART 5
Data Analysis
28. Approaches to Qualitative Data Analysis
28.1 Introduction
28.2 Data Analysis, thick Description and Reflexivity
28.3 Ethics in Qualitative data Analysis
28.4 Computer-Assisted Qualitative data Analysis (CAQDAS)
29. Organizing and presenting Qualitative Data
29.1 Tabulating Data
29.2 Seven way of Organizing and Presenting Data Analysis
29.3 Narrative and Biographical Approaches to Data analysis
29.4 Systematic Approaches to Data Analysis
29.5 Methodological Tools for Analyzing Qualitative data
30. Coding and Content Analysis
30.1 Coding
30.2 What is Content Analysis?
30.3 How does Content Analysis Work?
30.4 A Worked Example of Content Analysis
30.5 Reliability in Content Analysis
31. Discourses: Conversations, Narratives, and Autobiographies as Texts
31.1 What is a Discourse?
31.2 A Conversational Analysis
31.3 A Narrative Discourse
31.4 Autobiography
31.5 Conclusion
32. Analyzing Visual Media
32.1 Introduction
32.2 Content Analysis
32.3 Discourse Analysis
32.4 Grounded Theory
32.5 Interpreting Images
33. Grounded Theory
33.1 Introduction
33.2 The Tools of Grounded Theory
33.3 Developing Grounded Theory
33.4 Evaluating Grounded Theory
33.5 Preparing to work in Grounded Theory
34. Approaches to Quantitative Data Analysis
34.1 Scales of Data
34.2 Parametric and Non-Parametric Data
34.3 Descriptive and Inferential Statistics
34.4 Kinds of Variables
34.5 Hypotheses
35. Descriptive Statistics
35.1 Frequencies, Percentages and Crosstabulations
35.2 Measures of Central Tendency and Dispersal
35.3 Taking Stock
35.4 Correlation and Measures of Association
35.5 Partial Correlations
35.6 Reliability
36. Inferential Statistics
36.1 Measures of Difference between Groups
36.2 The t-test
36.3 Analysis of Variance
36.4 The Chi-Square Test
36.5 Degrees of Freedom
37. Multidimensional Measurement and Factor Analysis
37.1 Introduction
37.2 Elementary Linkage Analysis: An Example
37.3 Factor Analysis
37.4 What to look for in Factor Analysis Output
37.5 Cluster Analysis
38. Choosing a Statistical Test
38.1 Introduction
38.2 How many samples?
38.3 The types of Data Used
38.4 Choosing the right Statistic
38.5 Assumption of Tests
Notes
Bibliography
Index

Includes bibliographical references and index.