TY - BOOK AU - Cohen,Louis AU - Manion,Lawrence AU - Morrison,Keith TI - Research methods in education SN - 9780415583350 (hard cover) U1 - 370.72 22 PY - 2011/// CY - London, New York PB - Routledge KW - Education KW - Research N1 - 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 ER -