Learning from research: getting more from your data
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Buckingham [u.a.]
Open Univ. Press
2002
|
| Edition: | 1. publ. |
| Subjects: | |
| Online Access: | Publisher description Contributor biographical information Table of contents Inhaltsverzeichnis |
| Item Description: | Literaturverz. S. [250] - 253 |
| Physical Description: | XIV, 261 S. |
| ISBN: | 0335206603 0335206611 |
Staff View
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CONTENTS
List of figures and tables xiii
Acknowledgements xv
Introduction 1
Part 1 The descriptive study 5
1.1 Background to the study and critics of
descriptive studies 7
• The topic 8
• Critics of descriptive studies 9
1.2 The preparation 11
• The sample and the timing 11
• The search for key issues 12
• The hypothesis 13
1.3 Moving on to data collection 15
• The first task and the value of pilot studies 15
• The questionnaire 16
• A hitch 17
• The finally approved questionnaire 17
• Question types and the selection of variables 19
viii Contents
1.4 Using computer statistical packages 21
• Preparing data for the computer: codes and coding 22
1.5 The wretched grids 26
1.6 Discussion 30
• So what, in Helen's opinion, caused difficulties? 31
• What did Helen learn from her experience? 35
• Well, was it all worth the pain, the scars and
the anxiety? 36
Further reading 37
Checklist 39
Part 2 The evaluation study 4_l
2.1 Background to the study, obtaining
permission and reviewing the literature 43
• Introduction 43
• Obtaining permission 44
• The review of the literature 44
• Theory and conceptual frameworks 45
2.2 The preparation 46
• Concepts to indicators 48
2.3 Operationalization of the concepts 50
• Guiding questions on 'admission criteria' 50
• The size of the task 52
• The design and wording of the questionnaire 53
2.4 The questionnaire 55
• The pilot exercise 55
• Grouping responses 56
• The distribution of the questionnaire 57
• The vexed question of anonymity and
confidentiality 60
2.5 The findings 62
• The descriptive statistics 62
• The correlation coefficients 66
• Correlation and causation 67
Contents ix
2.6 Discussion 68
• All's well that ended well? 71
Further reading 73
Checklist 75
Part 3 The experimental study 79
3.1 Background to the study 81
3.2 The literature review 84
3.3 Obtaining permission and ethical dilemmas
in experimental research 88
3.4 Aims and purpose of the study 91
• Independent and dependent variables 92
• Control and experimental groups 93
• The CBL support package and WinEcon 95
3.5 The plan for data collection and analysis 96
• The statistical tests 96
• The hypotheses 97
• The interviews 98
• The observations 100
3.6 The results 101
• The statistical tests 101
• The interviews 102
• The observations 104
3.7 Overall findings 107
• The CBL support package and the achievement
of learning outcomes 108
• Meeting the needs of students as learners 111
• The development cost ratios 114
3.8 Limitations of the study and
recommendations 115
3.9 Discussion 117
Further reading 121
Checklist 123
x Contents
Part 4 The ethnographic study 127
4.1 Statement of the problem and purpose of
the study 129
• The research focus 130
• The context and boundaries of the topic 131
4.2 Setting the scene and the analysis of
documentary evidence 133
• The Western Australian Education Acts 133
• Reports and other documentation 134
4.3 The review of the literature 137
• Legal construction 139
• Academic construction 139
• Community construction 140
• Historical construction 141
• Drawing together the threads 142
4.4 The research contract and the principle of
informed consent 144
4.5 The fieldwork 147
• Methods of data collection 148
• Key individuals, groups, institutions and
agencies (the stakeholders) 149
• The interviews 149
• Gatekeepers 150
• Personal involvement 151
• The development of skills and understanding 151
• The management of information 152
• Into and out of the fog 154
4.6 Analysing the data 157
• The findings 159
• Triangulation 159
• 'Reading' the culture of compulsory education 160
4.7 A solution to the problem? 163
4.8 Discussion 166
• The three research questions 166
Contents xi
• Reflexivity 167
• The promise of confidentiality and anonymity 168
• So what did she learn from her research
experience? 169
Further reading 171
Checklist 174
Part 5 The survey 179
5.1 Background to the study 181
• Introduction 181
• Consulting the literature 183
• The review of the literature 184
• What did he learn from his study of
the literature? 187
5.2 The preparation and planning 189
• The research questions 189
• The population 190
• The questionnaires 191
• The pilot study 192
• Distribution and return of questionnaire 192
• Staff response rate 192
5.3 The staff questionnaire 194
• Staff background 195
• Characteristics of effective teaching 198
• Staff confidence in means of evaluation 202
• Potential biasing factors which may affect
the reliability of SET 205
5.4 Discussion of the findings 206
• Following the analysis trail: staff background
variables and the five most and least important
characteristics of effective teaching 206
• Continuing the analysis trail: staff perceptions
of students' appropriateness for evaluating
teaching effectiveness 210
• Departmental differences 212
xii Contents
• What else did he do? 213
• The consistency and stability of the polytechnic
SET results and the appropriateness of students
to evaluate teaching 214
• Differences between Western and Asian
approaches to SET 215
5.5 Discussion 217
Further reading 222
Checklist 224
Postscript 227
Learning from research 229
Glossary 233
References 250
Index 255 |
| adam_txt |
CONTENTS
List of figures and tables xiii
Acknowledgements xv
Introduction 1
Part 1 The descriptive study 5
1.1 Background to the study and critics of
descriptive studies 7
• The topic 8
• Critics of descriptive studies 9
1.2 The preparation 11
• The sample and the timing 11
• The search for key issues 12
• The hypothesis 13
1.3 Moving on to data collection 15
• The first task and the value of pilot studies 15
• The questionnaire 16
• A hitch 17
• The finally approved questionnaire 17
• Question types and the selection of variables 19
viii Contents
1.4 Using computer statistical packages 21
• Preparing data for the computer: codes and coding 22
1.5 The wretched grids 26
1.6 Discussion 30
• So what, in Helen's opinion, caused difficulties? 31
• What did Helen learn from her experience? 35
• Well, was it all worth the pain, the scars and
the anxiety? 36
Further reading 37
Checklist 39
Part 2 The evaluation study 4_l
2.1 Background to the study, obtaining
permission and reviewing the literature 43
• Introduction 43
• Obtaining permission 44
• The review of the literature 44
• Theory and conceptual frameworks 45
2.2 The preparation 46
• Concepts to indicators 48
2.3 Operationalization of the concepts 50
• Guiding questions on 'admission criteria' 50
• The size of the task 52
• The design and wording of the questionnaire 53
2.4 The questionnaire 55
• The pilot exercise 55
• Grouping responses 56
• The distribution of the questionnaire 57
• The vexed question of anonymity and
confidentiality 60
2.5 The findings 62
• The descriptive statistics 62
• The correlation coefficients 66
• Correlation and causation 67
Contents ix
2.6 Discussion 68
• All's well that ended well? 71
Further reading 73
Checklist 75
Part 3 The experimental study 79
3.1 Background to the study 81
3.2 The literature review 84
3.3 Obtaining permission and ethical dilemmas
in experimental research 88
3.4 Aims and purpose of the study 91
• Independent and dependent variables 92
• Control and experimental groups 93
• The CBL support package and WinEcon 95
3.5 The plan for data collection and analysis 96
• The statistical tests 96
• The hypotheses 97
• The interviews 98
• The observations 100
3.6 The results 101
• The statistical tests 101
• The interviews 102
• The observations 104
3.7 Overall findings 107
• The CBL support package and the achievement
of learning outcomes 108
• Meeting the needs of students as learners 111
• The development cost ratios 114
3.8 Limitations of the study and
recommendations 115
3.9 Discussion 117
Further reading 121
Checklist 123
x Contents
Part 4 The ethnographic study 127
4.1 Statement of the problem and purpose of
the study 129
• The research focus 130
• The context and boundaries of the topic 131
4.2 Setting the scene and the analysis of
documentary evidence 133
• The Western Australian Education Acts 133
• Reports and other documentation 134
4.3 The review of the literature 137
• Legal construction 139
• Academic construction 139
• Community construction 140
• Historical construction 141
• Drawing together the threads 142
4.4 The research contract and the principle of
informed consent 144
4.5 The fieldwork 147
• Methods of data collection 148
• Key individuals, groups, institutions and
agencies (the stakeholders) 149
• The interviews 149
• Gatekeepers 150
• Personal involvement 151
• The development of skills and understanding 151
• The management of information 152
• Into and out of the fog 154
4.6 Analysing the data 157
• The findings 159
• Triangulation 159
• 'Reading' the culture of compulsory education 160
4.7 A solution to the problem? 163
4.8 Discussion 166
• The three research questions 166
Contents xi
• Reflexivity 167
• The promise of confidentiality and anonymity 168
• So what did she learn from her research
experience? 169
Further reading 171
Checklist 174
Part 5 The survey 179
5.1 Background to the study 181
• Introduction 181
• Consulting the literature 183
• The review of the literature 184
• What did he learn from his study of
the literature? 187
5.2 The preparation and planning 189
• The research questions 189
• The population 190
• The questionnaires 191
• The pilot study 192
• Distribution and return of questionnaire 192
• Staff response rate 192
5.3 The staff questionnaire 194
• Staff background 195
• Characteristics of effective teaching 198
• Staff confidence in means of evaluation 202
• Potential biasing factors which may affect
the reliability of SET 205
5.4 Discussion of the findings 206
• Following the analysis trail: staff background
variables and the five most and least important
characteristics of effective teaching 206
• Continuing the analysis trail: staff perceptions
of students' appropriateness for evaluating
teaching effectiveness 210
• Departmental differences 212
xii Contents
• What else did he do? 213
• The consistency and stability of the polytechnic
SET results and the appropriateness of students
to evaluate teaching 214
• Differences between Western and Asian
approaches to SET 215
5.5 Discussion 217
Further reading 222
Checklist 224
Postscript 227
Learning from research 229
Glossary 233
References 250
Index 255 |
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| index_date | 2024-07-02T16:09:10Z |
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| spelling | Bell, Judith Verfasser aut Learning from research getting more from your data 1. publ. Buckingham [u.a.] Open Univ. Press 2002 XIV, 261 S. txt rdacontent n rdamedia nc rdacarrier Literaturverz. S. [250] - 253 Literatuuronderzoek gtt Onderzoek gtt Proefschriften gtt Dissertations, Academic -- Handbooks, manuals, etc Research -- Handbooks, manuals, etc Report writing -- Handbooks, manuals, etc Datenanalyse (DE-588)4123037-1 gnd rswk-swf Datenauswertung (DE-588)4131193-0 gnd rswk-swf Datenanalyse (DE-588)4123037-1 s DE-604 Datenauswertung (DE-588)4131193-0 s Opie, Clive Verfasser aut http://www.loc.gov/catdir/description/mh051/2001058070.html Publisher description http://www.loc.gov/catdir/bios/mh051/2001058070.html Contributor biographical information http://www.loc.gov/catdir/toc/mh051/2001058070.html Table of contents HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015184385&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bell, Judith Opie, Clive Learning from research getting more from your data Literatuuronderzoek gtt Onderzoek gtt Proefschriften gtt Dissertations, Academic -- Handbooks, manuals, etc Research -- Handbooks, manuals, etc Report writing -- Handbooks, manuals, etc Datenanalyse (DE-588)4123037-1 gnd Datenauswertung (DE-588)4131193-0 gnd |
| subject_GND | (DE-588)4123037-1 (DE-588)4131193-0 |
| title | Learning from research getting more from your data |
| title_auth | Learning from research getting more from your data |
| title_exact_search | Learning from research getting more from your data |
| title_exact_search_txtP | Learning from research getting more from your data |
| title_full | Learning from research getting more from your data |
| title_fullStr | Learning from research getting more from your data |
| title_full_unstemmed | Learning from research getting more from your data |
| title_short | Learning from research |
| title_sort | learning from research getting more from your data |
| title_sub | getting more from your data |
| topic | Literatuuronderzoek gtt Onderzoek gtt Proefschriften gtt Dissertations, Academic -- Handbooks, manuals, etc Research -- Handbooks, manuals, etc Report writing -- Handbooks, manuals, etc Datenanalyse (DE-588)4123037-1 gnd Datenauswertung (DE-588)4131193-0 gnd |
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