Research methods and methodologies in education:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
Sage
2012
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXXIV, 417 S. Ill. |
| ISBN: | 9780857020390 9780857020383 |
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Datensatz im Suchindex
| _version_ | 1804148869938806784 |
|---|---|
| adam_text | Titel: Research methods and methodologies in education
Autor: Arthur, James
Jahr: 2012
Contents
Acknowledgements xix
List offigures and tables xxi
List oj abbreviations xxv
About the editors xxvii
Notes on the contributors xxix
PART I: INTRODUCTION TO RESEARCH METHODS AND
METHODOLOGIES IN EDUCATION
1 Introduction: how this book can help you 3
James Arthur
Chapters and layout 3
2 The nature of educational research — exploring the different understandings
of educational research 5
Robert J. Coe
Introduction 5
Dimensions of difference: paradigms? 6
What is a paradigm? 6
Reconciling the different views 6
Different aims for educational research 8
Other ways of classifying different types of educational research 9
Characteristics of research 10
How is educational research different from other kinds of research? 11
Research quality 12
Questions for further investigation 13
Suggested further reading 13
References 13
RESEARCH METHODS AND METHODOLOGIES IN EDUCATION
Finding your theoretical position 15
Michael Waring
Introduction 15
Ontology, epistemology, methodology and methods 16
The nature of paradigms - making sense of reality 17
Conclusion 19
Questions for further investigation 19
Suggested further reading 19
References 19
PART II: BASIC PRINCIPLES AND PRACTICE IN
CONDUCTING RESEARCH
4 Design of empirical research 23
Larry V. Hedges
Introduction 23
Problem formulation 23
Logic of enquiry 24
Varieties of research designs 25
Validity considerations 27
Suggested further reading 30
References 30
5 Planning your research 31
Laura DajAshley
Why is planning important? 31
Starting to plan early on 31
Managing your time and resources 37
The research proposal or plan 38
Planning as an ongoing activity 38
Suggested further reading 40
References 40
6 Conducting your research 41
Robert J. Coe
The importance of inference and Interpretation 41
Confusion over validity 41
Interpretation claims 43
Transfer claims 48
Suggested further reading 52
References 52
7 Research impact and dissemination 53
Marilyn Leask
Introduction 53
CONTENTS
Definition« 54
Judging the impact of research 55
Autonomy versus accountability - changes in the role of the university and the academic 56
E-tools supporting research impact and dissemination 58
Practitioners access to research and engagement of practitioners in research 58
Commissioning research to underpin policy and practice 62
Your stance on impact and dissemination? 62
Conclusion 63
Notes 63
Suggested further reading 63
References 64
PART III: KEY METHODS
DIMENSION 1: RESEARCH DESIGNS
8 Action research 71
Carol Munn - Giddings
What is action research? 71
Research design 72
Example: stress in the workplace 73
The methodological approach 73
Note 74
Suggested further reading 74
References 74
9 Naturalistic research 76
Rob Walker
Naturalistic enquiry 76
A brief history 76
Methods of naturalistic enquiry 77
An example: the David Medd study 77
Issues in naturalistic enquiry 78
Suggested further reading 79
References 79
10 Ethnographie and representational styles 80
Gha^ala Bhatti
Definition and brief history 80
Research question and paradigmatic location 81
Methods, data collection and analysis 82
An example: an ethnographic journey 82
Other resources 83
Suggested further reading 83
References 83
RESEARCH METHODS AND METHODOLOGIES IN EDUCATION
11 Grounded theory 85
Robert Thornberg
Introduction 85
Data collection and theoretical sampling 86
Coding 86
Memos 89
Interplay between induction and abduction 91
Conclusion 92
Suggested further reading 92
References 92
12 Visual methodologies 94
Jenni Karlsson
The visual turn 94
Defining visual methodologies 95
Methods of data collection and analysis 95
Implementing two approaches to generating visual data 96
Conclusion 99
Notes 99
Suggested further reading 99
References 100
13 Case study research 102
Laura Day Ashley
Case study research: an outline 102
A multiple case study of private school outreach in India 103
Suggested further reading 106
References 106
14 Issues of truth and justice 108
Ian Davies and Andrew Peterson
Truth and justice in educational research: fundamental considerations and practical influences 108
An example of a recent research and development project 110
Conclusion 112
Suggested further reading 112
References 113
15 Surveys and longitudinal research 114
Anna Vignoles
Longitudinal data and research designs 114
Applications of longitudinal research designs 114
Data 115
Applications of longitudinal research 115
Conclusion 118
Note 118
Suggested further reading 118
References 118
CONTENTS
16 Statistical and correlational techniques 119
Stephen Gorard
Introduction 119
Statistical and correlational research 119
An example: correlational research 120
Suggested further reading 124
References 124
17 Secondary data 125
Emma Smith
Introduction 125
What is secondary data analysis? 125
The promises of secondary data analysis 126
Using secondary data in mixed methods research 126
Using secondary data to monitor trends over time 127
Conclusion 129
Suggested further reading 129
References 130
18 Impact evaluation 131
Steve Higgins
Evaluation of impact: a case study of the introduction of interactive whiteboards in 131
schools in the UK
Evaluation rationale and aims 131
Evaluation aims and methods 132
Results of the evaluation 133
Challenges for Interpretation and evaluation design 134
Suggested further reading 135
References 135
19 Interventions: experiments 137
Peter Tymms
Definition and outline of the key research design 137
The kind of associated research questions 137
Paradigmatic location 138
Individual random assignment 138
Clusters randomly assigned 138
Suggested further reading 139
References 139
20 A systematic review 141
Mark Newman and Kelly Dickson
Definition and outline of the key research design 141
Formulating the review question 141
Searching and selecting studies 142
Coding to describe studies 142
Assessing study quality 143
RESEARCH METHODS AND METHODOLOGIES IN EOUCATION
Synthesis of evidence in the in-depth review 143
What did the review find? 143
Different applications of systematic review methods 145
Note 145
Suggested further reading 145
References 146
21 Mixed methods 147
GertBiesta
Introducing mixed methods research 147
The nature of mixed methods research 148
Different mixed designs 148
An example: the Learning Lives project 150
Note 151
Suggested further reading 151
References 151
22 Philosophical research 153
Richard Pring
Introduction 153
Doing philosophy 154
The aims of education 155
Standards of Performance 156
Learning 158
Academic and vocational 159
Practical learning 159
Conclusion 161
Note 162
Suggested further reading 162
References 162
DIMENSION 2: DATA COLLECTION TOOLS
23 Observation-based research 165
Michael V. Angrosino
Observation as a technique for data collection in social research: a brief introduction 165
Types of observation-based research 165
Observational research in educational settings 166
A checklist for doing observational research 166
The ethics of observation-based research 167
Some points for further consideration 168
Conclusion 169
Questions for further investigation 169
Note 169
Suggested further reading 169
CONTENTS
24 In-depth interviews 170
Carolyn L. Mears
Introduction 170
Interviewing: it s more than questions and answers 170
Conducting the interview 172
Challenges and dispositions 173
Standards 174
Conclusion 175
Questions for further investigation 175
Suggested further reading 175
References 175
25 Techniques to assist with interviewing 177
Rosalind Hurworth
Introduction 177
The use of still photographs and other images as Stimuli 177
Vignettes 179
Props and prompts when talking (especially) to children 180
Issues concerning the use of Stimuli 182
Conclusion 182
Questions for further invesügation 183
Note 183
Suggested further reading 183
References 183
26 Focus groups and gtoup interviews 186
Anita Gibbs
Introduction 186
Strengths and weaknesses of focus groups 187
How to set up and run a focus group 187
Ethical dilemmas 189
Cultural challenges 189
Online focus groups 190
Exemplars 190
Conclusion 191
Questions for further investigation 191
Suggested further reading 191
References 191
27 Internet-based methods 193
Rhona Sharpe and Greg Benfield
Introduction 193
Using online research methods to investigate learners experiences 195
Challenges in learner experience research 197
Conclusion 199
Questions for further investigation 199
RESEARCH METHODS AND METHODOLOGIES IN EDUCATION
Notes 199
Suggested further reading 199
References 199
28 Doing blog research 202
AxelBruns and Jean Bürgess
Introduction 202
The computational turn 203
Combining quantitative and qualitative approaches 205
Implications of the computational turn 206
Questions for further investigation 207
Suggested further reading 208
References 208
29 Documentary methods 210
Gary McCulloch
Introduction 210
Personal documents 211
The public record 212
Archival documents 213
Conclusion 214
Questions for further investigation 214
Suggested further reading 214
References 215
30 Systematic reviews 217
Carole Torgerson, Jill Hall and Kate Light
Overview 217
Introduction 217
Detailed guidance on methods for undertaking a systematic review 219
Conclusion 229
Questions for further investigation 229
Suggested further reading 229
References 230
31 Questionnaires 231
Peter Tymms
Introduction 231
Purposes 231
Formats 232
Wording 234
Administration 235
Length of questionnaires 235
Response rates 236
Scales 237
How many items are needed in a scale? 237
Conclusion and links to other methodology 239
CONTENTS
Questions for further investigation 239
Notes 239
Suggested further reading 239
References 240
32 Measurement and validity 241
Ronald K. Hambleton
Introduction 241
Approaches to collecting data 241
Scales of measurement 243
Criterion-referenced vs. norm-referenced measurement 244
Score reliability 244
Score validity 245
Conclusion 246
Questions for further investigation 246
Suggested further reading 246
References 246
DIMENSION 3: ANALYSIS METHODS
33 Software and qualitative data analysis 251
Graham R. Gibbs
To use CAQDAS or not 252
Setting up the project in NVivo 252
Units of analysis 253
Security 253
Coding 254
Coding crisis 255
Searching 255
Searching for coded text and attributes 256
Teamwork 256
Resources 257
Questions for further investigation 257
Suggested further reading 257
References 258
34 Statistical analysis tools 259
Paul Connolly
Introduction 259
The quantitative dataset 259
Statistical analysis with Excel 261
Statistical analysis with SPSS 263
Statistical analysis in Stata 266
Statistical analysis with MLwiN 268
Conclusion 269
Questions for further investigation 270
RESEARCH METHODS AND METHODOLOGIES IN EDUCATION
Notes 270
Suggested further reading 270
References 270
35 Discourse analysis 272
Elaine Vaughan
Introduction 272
Approaches to discourse analysis 272
Discourse analysis and teacher language: data and analysis 278
Questions for further investigation 280
Suggested further reading 280
References 281
36 Media analysis 283
Michael Atkinson
Introduction 283
Conducting media analysis 283
Critiques 287
Conclusion 288
Questions for further investigation 288
Suggested further reading 289
References 289
37 Visual methodologies and social change 290
Claudia Mitchell
Introduction: visual methodologies 290
Mapping the terrain of visual methodologies 291
Applying the methods: a case for photovoice - the Friday Absenteeism Project 293
Conclusion 294
Questions for further investigation 294
Suggested further reading 295
References 295
38 Grounded theory 297
Michael Waring
Introduction 297
(Re)interpretations of grounded theory 297
Locating yourself as a grounded theorist 298
What is grounded theory? 298
The helix model: a framework for enquiry 300
Theoretical sensitivity 300
The heart of the matter - coding 301
Writing a grounded theory 305
Criticisms of grounded theory 305
Conclusion 306
Questions for further investigation 306
CONTENTS
Suggested further reading 306
References 307
39 Ethnography as epistemology 309
Judith L. Green, Audra Skukauskaite and W. Douglas Baker
Introduction to educational ethnography 309
On ethnography as a logic-in-use 309
Exemplars of educational issues, topics and directions 311
Principles of Operation guiding the actions of the ethnographer 312
A telling case of a logic-in-use 316
Conclusion 318
Questions for further investigation 319
Suggested further reading 319
References 319
40 Biographical research methods 322
Michael Tedder
Introduction 322
The appeal of biographical research 323
Conducting biographical research 324
Analysing and writing up biographical research 325
Exemplary studies 326
Conclusion 327
Questions for further investigation 328
Suggested further reading 328
References 328
41 Statistical hypothesis tests 330
Michael Borenstein
Introduction 330
Motivational example 330
Significance tests 330
NHST: the wrong framework for educational research 332
Effect size estimation 333
Effect size estimation addresses the question of interest 333
NHST lends itself to mistakes of Interpretation 334
In context 335
Why does it work at all? 335
Effect sizes and research synthesis 335
Statistical notes 336
Conclusion 336
Questions for further investigation 336
Suggested further reading 337
References 337
RESEARCH METHODS AND METHODOLOGIES IN EDUCATION
42 Analysis of variance (ANOVA) 338
H.J. Keselman and Lisa Lix
Introduction 338
Applications of ANOVA 338
Considerations in applying ANOVA 339
How it works/the basics 339
Ancillary procedures 343
Robust analogues to ANOVA F-tests 344
Assessing ANOVA results reported in empirical research 345
Conclusion 346
Questions for further investigation 346
Suggested further reading 347
References 347
43 Multiple linear regression 348
Stephen Gorard
Introduction 348
Correlation and simple regression 348
Multiple regression 351
Basic assumptions 352
Cautions and interpretations 353
Conclusion 354
Questions for further investigation 354
Suggested further reading 355
References 355
44 Multilevel analysis 356
Michael Seltzer and Jordan Rickles
Introduction 356
An illustration of multilevel modelling via analysis of the data from a multi-site
evaluation of the transition mathematics curriculum 357
Additional applications and examples 365
Conclusion 366
Questions for further investigation 366
Notes 366
Suggested further reading 366
References 367
45 Effect size 368
Robert J. Coe
Introduction 368
Why do we need effect size ? 368
How is it calculated? 369
How can effect sizes be interpreted? 371
What is the margin for error in estimation effect sizes? 373
What other factors can influence effect size? 373
Are there alternative measures of effect size? 375
CONTENTS
Conclusion 375
Questions for further investigation 376
Notes 376
Suggested further readirig 376
References 376
46 Meta-analysis 378
Larry V.Hedges
Introduction 378
Why is meta-analysis necessary? 378
Effect sizes 379
Procedures in meta-analysis 380
Combining effect size estimates across studies 380
Assessing heterogeneity 381
Fixed versus random effects 381
Analysis of variance and regression analysis in meta-analysis 382
Publication bias 382
Example 383
Conclusion 383
Questions for further investigation 383
Suggested further reading 384
References 384
Index 385
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