Research methods in education:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2018
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| Ausgabe: | Eighth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xxvii, 916 Seiten Illustrationen, Diagramme |
| ISBN: | 9781138209862 9781138209886 |
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Contents List offigures List oftables List of boxes List ofcontributors Preface to the eighth edition Acknowledgements xiv xvi xix xxi xxii xxv 2 Mixed methods research 2.1 Introduction 31 2.2 What is mixed methods research? 32 2.3 Why use mixed methods research? 33 2.4 The foundations of mixed methods research 34 2.5 Working with mixed methods approaches 38 2.6 Stages in mixed methods research 48 2.7 Conclusion 48 3 Critical educational research 51 3.1 Critical theory and critical educational research 51 3.2 Criticisms of approaches from critical theory 54 3.3 Participatory research and critical theory 55 3.4 Feminist research 58 3.5 A note on post-colonial theory and queer theory 63 3.6 Value-neutrality in educational research 63 3.7 A summary of three major paradigms 65 4 Theory in educational research 68 4.1 What is theory? 68 4.2 Why have theory? 71 4.3 What makes a theory interesting? 71 4.4 Types of theory 72 4.5 Where does theory come from? 76 4.6 Questions about theory for researchers 77 4.7 Conclusion 77 5 Evaluation and research 79 5.1 Similarities and differences between research and evaluation 79 5.2 Evaluation research and policy making 82 5.3 Research, evaluation, politics and policy making 83 PART 1 The context of educational research 1 The 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1 nature of enquiry: setting the field 3 Introduction 3 The search for understanding 3 Conceptions of social reality 5 Paradigms 8 Positivism 10 The assumptions and nature of science 10 The tools of science 12 The scientific method 13
Criticisms of positivism and the scientific method 14 Post-positivism 16 Alternatives to positivistic and post-positivist social science: naturalistic and interpretive approaches 17 A question of terminology: the normative and interpretive paradigms 19 Phenomenology, ethnomethodology, symbolic interactionism and constructionism 20 Criticisms of the naturalistic and interpretive approaches 23 Postmodernism and post-structuralist perspectives 24 Subjectivity and objectivity in educational research 25 The paradigm of complexity theory 27 Conclusion 29 31 vii
CONTENTS 6 The search for causation 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13 87 Introduction 87 Causes and conditions 87 Causal inference and probabilistic causation 88 Causation, explanation, prediction and correlation 92 Causal over-determination 94 The timing and scope of the cause and the effect 95 Causal direction, directness and indirectness 96 Establishing causation 96 The role of action narratives in causation 98 Researching causes and effects 99 Researching the effects of causes 101 Researching the causes of effects 103 Conclusion 107 8 Ethics in Internet research 8.1 8.2 8.3 8.4 8.5 8.6 8.7 9 Choosing a research project 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 PART 2 Research design 7 The ethics of educational and social research 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 viii 109 10 10.3 10.4 10.5 10.6 10.7 11 11.7 11.8 11.9 11.10 11.11 11.12 165 Why have research questions? 165 Where do research questions come from? 165 What kinds of research question are there? 166 Devising your research question(s) 167 Making your research question answerable 169 How many research questions should I have? 172 A final thought 172 Research design and planning 11.1 11.2 11.3 11.4 11.5 11.6 153 Introduction 153 What gives rise to the research project? 153 The importance of the research 156 The purposes of the research 157 Ensuring that the research can be conducted 158 Considering research questions 160 The literature search and review 161 Summary of key issues in choosing a research topic or project 162 Research questions 10.1 10.2
111 Introduction 111 Ethical principles and the nature of ethics in educational research 112 Sponsored research 114 Regulatory contexts of ethics 115 Choice of research topic and research design 120 Informed consent 122 Non-maleficence, beneficence and human dignity 127 Privacy 128 Anonymity 129 Confidentiality 130 Against privacy, confidentiality and anonymity 130 Deception 132 Gaining access and acceptance into the research setting 134 Power and position 136 Reciprocity 137 Ethics in data analysis 137 Ethics in reporting and dissemination 139 Responsibilities to sponsors, authors and the research community 141 Conclusion 141 144 What is Internet research? 144 What are key ethical issues in Internet research? 144 Informed consent 145 Public and private matters 146 Confidentiality and anonymity 148 Ethical codes for Internet research 149 Conclusion 152 173 Introduction 173 Approaching research planning 174 Research design and methodology 175 From design to operational planning 177 A framework for planning research 177 Conducting and reporting a literature review 181 Searching for literature on the Internet 183 How to operationalize research questions 185 Distinguishing methods from methodologies 186 Dataanalysis 186 Presenting and reporting the results 186 A planning matrix for research 188
CONTENTS П.13 Managing the planning of research 194 11.14 A worked example 196 11.15 Ensuring quality in the planning of research 201 12 Sampling 202 12.1 Introduction 202 12.2 The sample size 203 12.3 Sampling error 209 12.4 Statistical power and sample size 211 12.5 The representativeness of the sample 212 12.6 The access to the sample 213 12.7 The sampling strategy to be used 214 12.8 Probability samples 214 12.9 Non-probability samples 217 12.10 Sampling in qualitative research 223 12.11 Sampling in mixed methods research 224 12.12 Planning a sampling strategy 225 12.13 Conclusion 226 13 Sensitive educational research 228 13.1 Introduction 228 13.2 What is sensitive research? 228 13.3 Sampling and access 230 13.4 Ethical issues in sensitive research 233 13.5 Effects of sensitive research on the researcher 236 13.6 Researching powerfid people 237 13.7 Researching powerless and vulnerable people 240 13.8 Asking questions 242 13.9 Conclusion 243 14 Validity and reliability 245 14.1 Defining validity 245 14.2 Validity in quantitative research 246 14.3 Validity in qualitative research 247 14.4 Validity in mixed methods research 250 14.5 Types of validity 252 14.6 Triangulation 265 14.7 Ensuring validity 267 14.8 Reliability 268 14.9 Reliability in quantitative research 268 14.10 Reliability in qualitative research 270 14.11 Validity and reliability in interviews 271 14.12 Validity and reliability in experiments 276 14.13 Validity and reliability in questionnaires 277 14.14 Validity and reliability in observations 278 14.15 Validity and reliability in tests 279 14.16 Validity
and reliability in life histories 283 14.17 Validity and reliability in case studies 284 PART 3 Methodologies for educational research 285 15 Qualitative, naturalistic and ethnographic research 287 15.1 Foundations of qualitative, naturalistic and ethnographic inquiry 288 15.2 Naturalistic research 292 15.3 Ethnographic research 292 15.4 Critical ethnography 294 15.5 Autoethnography 297 15.6 Virtual ethnography 299 15.7 Phenomenological research 300 15.8 Planning qualitative, naturalistic and ethnographic research 301 15.9 Reflexivity 302 15.10 Doing qualitative research 303 15.11 Some challenges in qualitative, ethnographic and naturalistic approaches 320 16 Historical and documentary research 323 JANE MARTIN 16.1 16.2 16.3 16.4 16.5 16.6 16.7 Introduction 323 Some preliminary considerations: theory and method 323 The requirements and process of documentary analysis 325 Some problems surrounding the use of documentary sources 325 The voice of the past: whose account counts? 326 A worked example: a biographical approach to the history of education 328 Conclusion 332 17 Surveys, longitudinal, cross-sectional and trend studies 334 17.1 Introduction 334 17.2 What is a survey? 334 17.3 Advantages of surveys 334 17.4 Some preliminary considerations 336 17.5 Planning and designing a survey 337 17.6 Survey questions 340 17.7 Low response, non-response and missing data 341 17.8 Survey sampling 345 17.9 Longitudinal and cross-sectional surveys 347 17.10 Strengths and weaknesses of longitudinal, cohort and cross-sectional studies 349 ІХ
CONTENTS 17.11 Postal, interview and telephone surveys 352 17.12 Comparing methods of data collection in surveys 357 18 Internet surveys 361 18.1 Introduction 361 18.2 Advantages of Internet surveys 361 18.3 Disadvantages of Internet surveys 362 18.4 Constructing Internet-based surveys 363 18.5 Ethical issues in Internet-based surveys 367 18.6 Sampling in Internet-based surveys 372 18.7 Improving response rates in Internet surveys 372 18.8 Technological advances 374 19 Case studies 375 19.1 What is a case study? 375 19.2 Types of case study 377 19.3 Advantages and disadvantages of case study 378 19.4 Generalization in case study 380 19.5 Reliability and validity in case studies 381 19.6 Planning a case study 382 19.7 Case study design and methodology 384 19.8 Sampling in case studies 386 19.9 Data in case studies 387 19.10 Writing up a case study 388 19.11 What makes a good case study researcher? 389 19.12 Conclusion 390 20 Experiments 391 20.1 Introduction 391 20.2 Randomized controlled trials 391 20.3 Designs in educational experiments 401 20.4 True experimental designs 402 20.5 Quasi-experimental designs 406 20.6 Single-case ABAB design 408 20.7 Procedures in conducting experimental research 409 20.8 Threats to internal and external validity in experiments 411 20.9 The timing of the pre-test and the post test 412 20.10 The design experiment 413 20.11 Internet-based experiments 415 20.12 Ex postfacto research 418 20.13 Conclusion 425 X 21 Meta-analysis, systematic reviews and research syntheses 427 HARSH SURI 21.1 21.2 21.3 21.4 21.5 Introduction 427 Meta-analysis 428
Systematic reviews 430 Methodologically inclusive research syntheses 431 Conclusion 439 22 Action research 440 22.1 Introduction 440 22.2 Defining action research 441 22.3 Principles and characteristics of action research 443 22.4 Participatory action research 444 22.5 Action research as critical praxis 445 22.6 Action research and complexity theory 448 22.7 Procedures for action research 448 22.8 Reporting action research 452 22.9 Reflexivity in action research 453 22.10 Ethical issues in action research 454 22.11 Some practical and theoretical matters 454 22.12 Conclusion 456 23 Virtual worlds, social network software and netography in educational research 457 STEWART MARTIN 23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8 23.9 23.10 Introduction 457 Key features of virtual worlds 457 Social network software 458 Using virtual worlds and social media in educational research 458 Netography, virtual worlds and social media network software 459 Opportunities for research with virtual worlds, social network software and netography 461 Ethics 463 Guidelines for practice 464 Data 465 Conclusion 467 PART 4 Methods of data collection 469 24 Questionnaires 24.1 Introduction 471 24.2 Ethical issues 471 24.3 Planning the questionnaire 472 471
CONTENTS 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 Types of questionnaire items 475 Asking sensitive questions 489 Avoiding pitfalls in question writing 490 Sequencing questions 492 Questionnaires containing few verbal items 493 The layout of the questionnaire 493 Covering letters/sheets and follow-up letters 495 Piloting the questionnaire 496 Practical considerations in questionnaire design 498 Administering questionnaires 501 Processing questionnaire data 504 25 Interviews 506 25.1 Introduction 506 25.2 Conceptions of the interview 507 25.3 Purposes of the interview 508 25.4 Types of interview 508 25.5 Planning and conducting interviews 512 25.6 Group interviewing 527 25.7 Interviewing children 528 25.8 Interviewing minority and marginalized people 531 25.9 Focus groups 532 25.10 Non-directive, focused, problem-centred and in-depth interviews 533 25.11 Telephone interviewing 535 25.12 Online interviewing 538 25.13 Ethical issues in interviewing 540 26 Observation 542 26.1 Introduction 542 26.2 Structured observation 545 26.3 The need to practise structured observation 550 26.4 Analysing data from structured observations 550 26.5 Critical incidents 551 26.6 Naturalistic and participant observation 551 26.7 Data analysis for unstructured observations and videos 555 26.8 Natural and artificial settings for observation 555 26.9 Video observations 556 26.10 Timing and causality with observational data 558 26.11 Ethical considerations in observations 558 26.12 Reliability and validity in observations 560 26.13 Conclusion 562 27 Tests 27.1 27.2 27.3 27.4 27.5
563 Introduction 563 What are we testing? 563 Parametric and non-parametric tests 565 Diagnostic tests 565 Norm-referenced, criterion-referenced and domain-referenced tests 565 27.6 Commercially produced tests and researcher-produced tests 567 27.7 Constructing and validating a test 568 27.8 Software for preparation of a test 583 27.9 Devising a pre-test and post-test 583 27.10 Ethical issues in testing 584 27.11 Computerized adaptive testing 585 28 29 Using secondary data in educational research 586 28.1 Introduction 586 28.2 Advantages of using secondary data 587 28.3 Challenges in using secondary data 588 28.4 Ethical issues in using secondary data 589 28.5 Examples of secondary data analysis 589 28.6 Working with secondary data 589 28.7 Conclusion 592 Personal constructs 593 RICHARD BELL 29.1 29.2 29.3 29.4 29.5 29.6 29.7 30 Introduction 593 Strengths of repertory grid technique 594 Working with personal constructs 595 Grid analysis 599 Some examples of the use of the repertory grid in educational research 600 Competing demands in the use of the repertory grid technique in research 604 Resources 605 Role-play and research 606 CARMEL O’SULLIVAN 30.1 30.2 30.3 30.4 30.5 30.6 Introduction 606 Role-play pedagogy 607 What is role-play? 608 Why use role-play in research? 610 Issues to be aware of when using role play 612 Role-play as a research method 616 Xi
CONTENTS 35.2 35.3 35.4 35.5 30.7 Role-play as a research method: special features 616 30.8 A note of caution 617 30.9 How does role-play work? 617 30.10 Strategies for successful role-play 618 30.11 Examples of research using role-play 623 30.12 A note on simulations 626 31 Analysing visual media 36.1 Introduction 702 36.2 Content analysis 704 36.3 Discourse analysis 705 36.4 Grounded theory 706 36.5 Interpreting images 707 36.6 Interpreting an image: a worked example 708 36.7 Analysing moving images 712 36.8 Conclusion 713 37 Grounded theory 714 37.1 Introduction 714 37.2 Versions of grounded theory 715 37.3 Stages in generating a grounded theory 717 37.4 The tools of grounded theory 717 37.5 The strength of the grounded theory 721 37.6 Evaluating grounded theory 721 37.7 Preparing to work in grounded theory 722 37.8 Some concerns about grounded theory 722 38 Approaches to quantitative data analysis 725 38.1 Introduction 725 38.2 Scales of data 725 38.3 Parametric and non-parametric data 727 38.4 Descriptive and inferential statistics 727 38.5 Kinds of variables 728 38.6 Hypotheses 730 38.7 One-tailed and two-tailed tests 732 38.8 Confidence intervals 733 38.9 Distributions 733 38.10 Conclusion 737 39 Statistical significance, effect size and statistical power 739 39.1 Introduction 739 39.2 Statistical significance 739 39.3 Concerns about statistical significance 742 39.4 Hypothesis testing and null hypothesis significance testing 744 39.5 Effect size 745 39.6 Statistical power 749 39.7 Conclusion 752 40 Descriptive statistics 40.1 Missing data 753 40.2 Frequencies,
percentages and crosstabulations 754 PART 5 641 32 Approaches to qualitative data analysis 643 32.1 Elements of qualitative data analysis 643 32.2 Data analysis, thick description and reflexivity 647 32.3 Ethics in qualitative data analysis 650 32.4 Computer assisted qualitative data analysis (CAQDAS) 650 33 Organizing and presenting qualitative data 657 33.1 Tabulating data 657 33.2 Ten ways of organizing and presenting dataanalysis 661 33.3 Narrative and biographical approaches to dataanalysis 664 33.4 Systematic approaches to data analysis 665 33.5 Methodological tools for analysing qualitative data 666 34 Coding and content analysis 668 34.1 Introduction 668 34.2 Coding 668 34.3 Concerns about coding 673 34.4 What is content analysis? 674 34.5 How does content analysis work? 675 34.6 A worked example of content analysis 680 34.7 Reliability in content analysis 684 35 Discourses: conversations, narratives and autobiographies as texts 686 35.1 Discourse analysis and critical discourse analysis 686 702 36 Visual media in educational research 628 31.1 Introduction 628 31.2 Who provides the images? 630 31.3 Photo-elicitation 630 31.4 Video and moving images 633 31.5 Artefacts 634 31.6 Ethical practices in visual research 636 Data analysis and reporting A conversational analysis 688 Narrative analysis 694 Autobiography 698 Conclusion 700 753
CONTENTS 40.3 Measures of central tendency and dispersal 762 40.4 Taking stock 765 40.5 Correlations and measures of association 765 40.6 Partial correlations 772 40.7 Reliability 774 41 Inferential statistics: difference tests 41.1 Measures of difference between groups 776 41.2 Thet-test 777 41.3 Analysis of Variance 781 41.4 The chi-square test 789 41.5 Degrees of freedom 792 41.6 The Mann-Whitney and Wilcoxon tests 794 41.7 The Kruskal-Wallis and Friedman tests 797 41.8 Conclusion 801 42 Inferential statistics: regression analysis and standardization 42.1 Regression analysis 802 42.2 Simple linear regression 803 42.3 Multiple regression 805 42.4 Standardized scores 814 42.5 Conclusion 817 43 Factor analysis, cluster analysis and structural equation modelling 43.1 Conducting factor analysis 818 43.2 43.3 43.4 43.5 776 What to look for in factor analysis output 826 Cluster analysis 828 A note on structural equation modelling 833 A note on multilevel modelling 836 44 Choosing a statistical test 44.1 Introduction 839 44.2 Sampling issues 839 44.3 The types of data used 841 44.4 Choosing the right statistic 841 44.5 Assumptions of tests 841 45 Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses 839 847 BARRY COOPER AND JUDITH GLAESSER 802 45.1 45.2 45.3 45.4 45.5 45.6 Introduction 847 Starting from a ‘quantitative’ stance 848 Starting from a ‘qualitative’ stance 850 Qualitative Comparative Analysis (QCA) 850 QCA: sufficiency 852 Conclusion 853 Bibliography Index 855 907 818 ХІІІ |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| geographic | Großbritannien (DE-588)4022153-2 gnd |
| geographic_facet | Großbritannien |
| id | DE-604.BV044668978 |
| illustrated | Illustrated |
| indexdate | 2024-08-21T01:07:30Z |
| institution | BVB |
| isbn | 9781138209862 9781138209886 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-030066361 |
| oclc_num | 1006507548 |
| open_access_boolean | |
| owner | DE-188 DE-11 DE-355 DE-BY-UBR DE-29 DE-19 DE-BY-UBM DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-1047 |
| owner_facet | DE-188 DE-11 DE-355 DE-BY-UBR DE-29 DE-19 DE-BY-UBM DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-1047 |
| physical | xxvii, 916 Seiten Illustrationen, Diagramme |
| publishDate | 2018 |
| publishDateSearch | 2018 |
| publishDateSort | 2018 |
| publisher | Routledge |
| record_format | marc |
| spelling | Cohen, Louis 1928- Verfasser (DE-588)173444830 aut Research methods in education Louis Cohen, Lawrence Manion and Keith Morrison Eighth edition London ; New York Routledge 2018 xxvii, 916 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Education Research Education Research Great Britain Methode (DE-588)4038971-6 gnd rswk-swf Methodologie (DE-588)4139716-2 gnd rswk-swf Forschung (DE-588)4017894-8 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Forschungsmethode (DE-588)4155046-8 gnd rswk-swf Großbritannien (DE-588)4022153-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Pädagogik (DE-588)4044302-4 s Forschungsmethode (DE-588)4155046-8 s DE-604 Großbritannien (DE-588)4022153-2 g Forschung (DE-588)4017894-8 s Methode (DE-588)4038971-6 s Methodologie (DE-588)4139716-2 s Manion, Lawrence Verfasser (DE-588)135687888 aut Morrison, Keith 1948- Verfasser (DE-588)135687896 aut Erscheint auch als Online-Ausgabe 978-1-315-45653-9 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030066361&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Cohen, Louis 1928- Manion, Lawrence Morrison, Keith 1948- Research methods in education Education Research Education Research Great Britain Methode (DE-588)4038971-6 gnd Methodologie (DE-588)4139716-2 gnd Forschung (DE-588)4017894-8 gnd Pädagogik (DE-588)4044302-4 gnd Forschungsmethode (DE-588)4155046-8 gnd |
| subject_GND | (DE-588)4038971-6 (DE-588)4139716-2 (DE-588)4017894-8 (DE-588)4044302-4 (DE-588)4155046-8 (DE-588)4022153-2 (DE-588)4143413-4 |
| title | Research methods in education |
| title_auth | Research methods in education |
| title_exact_search | Research methods in education |
| title_full | Research methods in education Louis Cohen, Lawrence Manion and Keith Morrison |
| title_fullStr | Research methods in education Louis Cohen, Lawrence Manion and Keith Morrison |
| title_full_unstemmed | Research methods in education Louis Cohen, Lawrence Manion and Keith Morrison |
| title_short | Research methods in education |
| title_sort | research methods in education |
| topic | Education Research Education Research Great Britain Methode (DE-588)4038971-6 gnd Methodologie (DE-588)4139716-2 gnd Forschung (DE-588)4017894-8 gnd Pädagogik (DE-588)4044302-4 gnd Forschungsmethode (DE-588)4155046-8 gnd |
| topic_facet | Education Research Education Research Great Britain Methode Methodologie Forschung Pädagogik Forschungsmethode Großbritannien Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030066361&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT cohenlouis researchmethodsineducation AT manionlawrence researchmethodsineducation AT morrisonkeith researchmethodsineducation |