| 000 | 24586cam a2205173 i 4500 | ||
|---|---|---|---|
| 001 | 1237 | ||
| 008 | 141212s2011 enka b 001 0 eng | ||
| 020 |
_a9780415583350 _q(hard cover) |
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| 020 |
_a9780415583367 _q(soft cover) |
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| 040 | _arda | ||
| 043 | _ae-uk--- | ||
| 049 | _aTR-IsMEF | ||
| 050 | 0 | 0 |
_aLB1028 _b.C64 2011 |
| 100 | 1 |
_aCohen, Louis, _d1928- _eauthor. |
|
| 245 | 1 | 0 |
_aResearch methods in education / _cLouis Cohen, Lawrence Manion, and Keith Morrison ; with contributions from Richard Bell, Stewart Martin, Gary McCulloch and Carmen O'Sullivan. |
| 250 | _aSeventh edition. | ||
| 264 |
_aLondon ; _aNew York : _bRoutledge, _c2011. |
||
| 300 |
_axxii, 758 pages : _billustrations (chiefly color) ; _c25 cm. |
||
| 336 |
_atext _2rdacontent |
||
| 337 |
_aunmediated _2rdamedia |
||
| 338 |
_avolume _2rdacarrier |
||
| 504 | _aIncludes bibliographical references and index. | ||
| 596 | _a1 | ||
| 650 | 0 |
_aEducation _xResearch _zGreat Britain |
|
| 700 | 1 |
_aManion, Lawrence, _eauthor. |
|
| 700 | 1 |
_aMorrison, Keith _q(Keith R. B.) _eauthor. |
|
| 700 | 1 |
_aBell, Richard, _econtributor. |
|
| 700 | 1 |
_aMartin, Stewart _econtributor. |
|
| 700 | 1 |
_aMcCulloch, Gary _econtributor. |
|
| 700 | 1 |
_aO'Sullivan, Carmen, _econtributor. |
|
| 900 | _aMEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules | ||
| 910 | _aPandora. | ||
| 942 |
_2lcc _cBKS |
||
| 970 | 0 | 1 | _tContents |
| 970 | 0 | 1 |
_aList of figures, _pxi |
| 970 | 0 | 1 |
_aList of tables, _pxiii |
| 970 | 0 | 1 |
_aList of boxes, _pxvi |
| 970 | 0 | 1 |
_aList of contributors, _pxvii |
| 970 | 0 | 1 |
_aPreface to the seveth edition, _pxviii |
| 970 | 0 | 1 |
_aAcknowledgements, _pxxi |
| 970 | 1 | 2 | _lPART 1 |
| 970 | 1 | 2 |
_tThe context of educational research, _p1 |
| 970 | 1 | 2 |
_l1 _tThe nature of enquiry: setting the field, _p3 |
| 970 | 0 | 1 |
_l1.1 Introdiction, _p3 |
| 970 | 1 | 1 |
_l1.2 _tThe search for truth, _p3 |
| 970 | 1 | 1 |
_l1.3 _tTwo conceptions of social reality, _p5 |
| 970 | 1 | 1 |
_l1.4 _tPositivism, _p7 |
| 970 | 1 | 1 |
_l1.5 _tThe assumptions and nature of science, _p8 |
| 970 | 1 | 1 |
_l1.6 _tThe tools of science, _p11 |
| 970 | 1 | 1 |
_l1.7 _tThe scientific method, _p12 |
| 970 | 1 | 1 |
_l1.8 _tCriticisms of positivism and the scientific method, _p14 |
| 970 | 1 | 1 |
_l1.9 _tAlternatives to positivistic social science - naturalistic approaches, _p15 |
| 970 | 1 | 1 |
_l1.10 _tA question of terminology: the normative and interpretive paradigms, _p17 |
| 970 | 1 | 1 |
_l1.11 _tPhenomenology, ethnomethodology and symbolic interactionism, _p18 |
| 970 | 1 | 1 |
_l1.12 _tCriticisms of the naturalistic and interpretive approaches, _p20 |
| 970 | 1 | 1 |
_l1.13 _tMixed methods research: a new paradigm?, _p21 |
| 970 | 1 | 1 |
_l1.14 _tIs mixed methods research a new paradigm?, _p26 |
| 970 | 1 | 1 |
_l1.15 _tA note on post-positivism, postmodernism and post-structuralism, _p26 |
| 970 | 1 | 1 |
_l1.16 _tThe paradigm of complexity theory, _p28 |
| 970 | 1 | 2 |
_l2 _tCritical educational research, _p31 |
| 970 | 1 | 1 |
_l2.1 _tCritical theory and critical educational research, _p31 |
| 970 | 1 | 1 |
_l2.2 _tCriticism of approaches from critical theory, _p34 |
| 970 | 1 | 1 |
_l2.3 _tCritical theory and curriculum research, _p35 |
| 970 | 1 | 1 |
_l2.4 _tParticipatory research and critical theory, _p37 |
| 970 | 1 | 1 |
_l2.5 _tFeminist research, _p39 |
| 970 | 1 | 1 |
_l2.6 _tA note on post-colonial theory and queer theory, _p45 |
| 970 | 1 | 1 |
_l2.7 _tA summary of three major paradigms, _p45 |
| 970 | 1 | 2 |
_l3 _tEvaluation and the politics of educational research, _p48 |
| 970 | 1 | 1 |
_l3.1 _tResearch and evaluation, _p48 |
| 970 | 1 | 1 |
_l3.2 _tResearch, politics and policy making, _p52 |
| 970 | 1 | 2 |
_l4 _tThe search for causation, _p54 |
| 970 | 1 | 1 |
_l4.1 _tCauses and conditions, _p54 |
| 970 | 1 | 1 |
_l4.2 _tCasual inference and probabilistic causation, _p55 |
| 970 | 1 | 1 |
_l4.3 _tCausation, explanation, prediction and correlation, _p56 |
| 970 | 1 | 1 |
_l4.4 _tCausal over-determination, _p58 |
| 970 | 1 | 1 |
_l4.5 _tThe timing and scope of the cause and the effect, _p59 |
| 970 | 1 | 1 |
_l4.6 _tCausal direction, directness and indirectness, _p60 |
| 970 | 1 | 1 |
_l4.7 _tEstablishing causation, _p61 |
| 970 | 1 | 1 |
_l4.8 _tThe role of action narratives in causation, _p62 |
| 970 | 1 | 1 |
_l4.9 _tResearching causes and effects, _p63 |
| 970 | 1 | 1 |
_l4.10 _tResearching the effect of causes, _p65 |
| 970 | 1 | 1 |
_l4.11 _tResearching the causes of effects, _p67 |
| 970 | 0 | 1 |
_l4.12 Conclusion, _p71 |
| 970 | 1 | 2 | _lPART 2 |
| 970 | 1 | 2 |
_tPlanning educational research, _p73 |
| 970 | 1 | 2 |
_l5 _tThe ethics of educational and social research, _p75 |
| 970 | 0 | 1 |
_l5.1 Introduction, _p75 |
| 970 | 1 | 1 |
_l5.2 _tInformed consent, _p77 |
| 970 | 1 | 1 |
_l5.3 _tAccess and acceptance, _p81 |
| 970 | 1 | 1 |
_l5.4 _tThe field of ethics, _p84 |
| 970 | 1 | 1 |
_l5.5 _tSources of tension, _p85 |
| 970 | 1 | 1 |
_l5.6 _tVoices of experience, _p88 |
| 970 | 1 | 1 |
_l5.7 _tEthical dilemmas, _p88 |
| 970 | 1 | 1 |
_l5.8 _tPrivacy, _p90 |
| 970 | 1 | 1 |
_l5.9 _tAnonymity, _p91 |
| 970 | 1 | 1 |
_l5.10 _tConfidentiality, _p92 |
| 970 | 1 | 1 |
_l5.11 _tAgainst privacy, confidentiality and anonymity, _p92 |
| 970 | 1 | 1 |
_l5.12 _tEthics in electronic research, _p94 |
| 970 | 1 | 1 |
_l5.13 _tBetrayal, _p94 |
| 970 | 1 | 1 |
_l5.14 _tDeception, _p95 |
| 970 | 1 | 1 |
_l5.15 _tEthics and evaluative research, _p97 |
| 970 | 1 | 1 |
_l5.16 _tResearch and regulation: ethical codes and review boards, _p98 |
| 970 | 1 | 1 |
_l5.17 _tSponsored research, _p101 |
| 970 | 1 | 1 |
_l5.18 _tResponsibilities to the research community, _p102 |
| 970 | 0 | 1 |
_l5.19 Conclusion, _p102 |
| 970 | 1 | 2 |
_l6 _tChoosing a research project, _p105 |
| 970 | 0 | 1 |
_l6.1 Introduction, _p105 |
| 970 | 1 | 1 |
_l6.2 _tWhat gives rise to the research project?, _p105 |
| 970 | 1 | 1 |
_l6.3 _tThe importance of the research, _p106 |
| 970 | 1 | 1 |
_l6.4 _tThe purposes of the research, _p107 |
| 970 | 1 | 1 |
_l6.5 _tEnsuring that the research can be conducted, _p108 |
| 970 | 1 | 1 |
_l6.6 _tConsidering research questions, _p110 |
| 970 | 1 | 1 |
_l6.7 _tConsidering the scope of the literature review, _p112 |
| 970 | 1 | 1 |
_l6.8 _tSummary of key issues in choosing a research topic or project, _p112 |
| 970 | 1 | 2 |
_l7 _tPlanning educational research, _p115 |
| 970 | 0 | 1 |
_l7.1 Introduction, _p115 |
| 970 | 1 | 1 |
_l7.2 _tApproaching research planning, _p115 |
| 970 | 1 | 1 |
_l7.3 _tA framework for planning research, _p116 |
| 970 | 1 | 1 |
_l7.4 _tConducting and reporting a literature review, _p121 |
| 970 | 1 | 1 |
_l7.5 _tSearching for literature on the internet, _p122 |
| 970 | 1 | 1 |
_l7.6 _tOrienting decisions in planning research, _p125 |
| 970 | 1 | 1 |
_l7.7 _tResearch design and methodology, _p125 |
| 970 | 1 | 1 |
_l7.8 _tHow to operationalize research questions, _p126 |
| 970 | 1 | 1 |
_l7.9 _tData analysis, _p130 |
| 970 | 1 | 1 |
_l7.10 _tPresenting and reporting the results, _p130 |
| 970 | 1 | 1 |
_l7.11 _tA planning matrix for research, _p130 |
| 970 | 1 | 1 |
_l7.12 _tManaging the planning of research, _p135 |
| 970 | 1 | 1 |
_l7.13 _tA worked example, _p138 |
| 970 | 1 | 1 |
_l7.14 _tEnsuring quality in the planning of research, _p140 |
| 970 | 1 | 2 |
_l8 _tSampling, _p143 |
| 970 | 0 | 1 |
_l8.1 Introduction, _p143 |
| 970 | 1 | 1 |
_l8.2 _tThe sample size, _p144 |
| 970 | 1 | 1 |
_l8.3 _tSampling error, _p149 |
| 970 | 1 | 1 |
_l8.4 _tThe representativeness of the sample, _p252 |
| 970 | 1 | 1 |
_l8.5 _tThe acces to the sample, _p152 |
| 970 | 1 | 1 |
_l8.6 _tThe sampling strategy to be used, _p153 |
| 970 | 1 | 1 |
_l8.7 _tProbability samples, _p153 |
| 970 | 1 | 1 |
_l8.8 _tNon-probability samples, _p155 |
| 970 | 1 | 1 |
_l8.9 _tSampling in qualitative research, _p161 |
| 970 | 1 | 1 |
_l8.10 _tSampling in mixed methods research, _p162 |
| 970 | 1 | 1 |
_l8.11 _tPlanning a sampling strategy, _p163 |
| 970 | 0 | 1 |
_l8.12 Conclusion, _p163 |
| 970 | 1 | 2 |
_l9 _tSensitive educational research, _p165 |
| 970 | 0 | 1 |
_l9.1 Introduction, _p165 |
| 970 | 1 | 1 |
_l9.2 _tWhat is sensitive research?, _p165 |
| 970 | 1 | 1 |
_l9.3 _tSampling and access, _p166 |
| 970 | 1 | 1 |
_l9.4 _tEthical issue in sensitive research, _p170 |
| 970 | 1 | 1 |
_l9.5 _tResearching powerful people, _p172 |
| 970 | 1 | 1 |
_l9.6 _tResearching powerless and vulnerable people, _p175 |
| 970 | 1 | 1 |
_l9.7 _tAsking questions, _p |
| 970 | 0 | 1 | _l9.8 Conclusion |
| 970 | 1 | 2 |
_l10 _tValidity and reliability, _p179 |
| 970 | 1 | 1 |
_l10.1 _tDefining validity, _p179 |
| 970 | 1 | 1 |
_l10.2 _tValidity in quantitative research, _p180 |
| 970 | 1 | 1 |
_l10.3 _tValidity in qualitative research, _p180 |
| 970 | 1 | 1 |
_l10.4 _tTypes of validity, _p183 |
| 970 | 1 | 1 |
_l10.5 _tTriangulation, _p195 |
| 970 | 1 | 1 |
_l10.6 _tValidity in mixed methods research, _p197 |
| 970 | 1 | 1 |
_l10.7 _tEnsuring validity, _p198 |
| 970 | 1 | 1 |
_l10.8 _tReliability, _p199 |
| 970 | 1 | 1 |
_l10.9 _tReliability in quantitative research, _p200 |
| 970 | 1 | 1 |
_l10.10 _tReliability in qualitative research, _p201 |
| 970 | 1 | 1 |
_l10.11 _tValidity and reliability in interviews, _p204 |
| 970 | 1 | 1 |
_l10.12 _tValidity and reliability in experiments, _p208 |
| 970 | 1 | 1 |
_l10.13 _tValidity and reliability in questionnaires, _p209 |
| 970 | 1 | 1 |
_l10.14 _tValidity and reliability inobservations, _p209 |
| 970 | 1 | 1 |
_l10.15 _tValidity and reliability in tests, _p210 |
| 970 | 1 | 1 |
_l10.16 _tValidity and reliability in life histories, _p214 |
| 970 | 1 | 2 | _lPART 3 |
| 970 | 1 | 2 |
_tSyles od rducational research, _p217 |
| 970 | 1 | 2 |
_l11 _tNaturalistic, qualitative and ethnographic research, _p219 |
| 970 | 1 | 1 |
_l11.1 _tFoundations of naturalistic, qualitative and ethnographic enquiry, _p219 |
| 970 | 1 | 1 |
_l11.2 _tPlanning naturalistic, qualitative and ethnographic research, _p223 |
| 970 | 1 | 1 |
_l11.3 _tFeatures and stages of a qualitative study, _p226 |
| 970 | 1 | 1 |
_l11.4 _tCritical ethnography, _p243 |
| 970 | 1 | 1 |
_l11.5 _tSome problems with ethnographic and naturalistic approaches, _p245 |
| 970 | 1 | 2 |
_l12 _tHistorical and documentary research in education, _cGARY MCCULLOCH, _fMCCULLOCH, GARY, _p248 |
| 970 | 0 | 1 |
_l12.1 Introduction, _p248 |
| 970 | 1 | 1 |
_l12.2 _tWhat is a document?, _p249 |
| 970 | 1 | 1 |
_l12.3 _tPrimary documents, _p250 |
| 970 | 1 | 1 |
_l12.4 _tIn the archive, _p252 |
| 970 | 1 | 1 |
_l12.5 _tDocumentary analysis, _p253 |
| 970 | 1 | 1 |
_l12.6 _tEthical and legal issues, _p254 |
| 970 | 0 | 1 |
_l12.7 Conclusions, _p254 |
| 970 | 1 | 2 |
_l13 _tSurveys, longitudinal, cross-sectional and trend studies, _p256 |
| 970 | 1 | 1 |
_l13.1 _tWhat is a survey? |
| 970 | 1 | 1 |
_l13.2 _tSome preliminary considerations, _p257 |
| 970 | 1 | 1 |
_l13.3 _tPlanning a survey, _p259 |
| 970 | 1 | 1 |
_l13.4 _tLow response and non-response, and how to reduce them, _p261 |
| 970 | 1 | 1 |
_l13.5 _tSurvey sampling, _p264 |
| 970 | 1 | 1 |
_l13.6 _tLongitudinal, cross-sectional and trend studies, _p266 |
| 970 | 1 | 1 |
_l13.7 _tStrengths and weaknesses of longitudinal, cohort and cross-sectional studies, _p268 |
| 970 | 1 | 1 |
_l13.8 _tPostal, interview and telephone surveys, _p271 |
| 970 | 1 | 1 |
_l13.9 _tInternet-based surveys, _p276 |
| 970 | 1 | 1 |
_13.10 _tComparing methods of data collection in surveys, _p287 |
| 970 | 1 | 2 |
_l14 _tCase studies, _p289 |
| 970 | 1 | 1 |
_l14.1 _tWhat is a case study, _p289 |
| 970 | 1 | 1 |
_l14.2 _tGeneralization in case study, _p294 |
| 970 | 1 | 1 |
_l14.3 _tReliability and validity in case studies, _p295 |
| 970 | 1 | 1 |
_l14.4 _tWhat makes a good case study researcher?, _p296 |
| 970 | 1 | 1 |
_l14.5 _tExamples of kinds of case study, _p296 |
| 970 | 1 | 1 |
_l14.6 _tWhy participant observation?, _p298 |
| 970 | 1 | 1 |
_l14.7 _tPlanning a case study, _p298 |
| 970 | 1 | 1 |
_l14.8 _tData in case studies, _p299 |
| 970 | 1 | 1 |
_l14.9 _tRecording observations, _p300 |
| 970 | 1 | 1 |
_l14.10 _tWriting up a case study, _p301 |
| 970 | 0 | 1 | _l14.11 Conclusion |
| 970 | 1 | 2 |
_l15 _tEx post facto research, _p303 |
| 970 | 0 | 1 | _l15.1 Introduction |
| 970 | 1 | 1 |
_l15.2 _tCo-relational and criterion groups designs, _p305 |
| 970 | 1 | 1 |
_l15.3 _tCharacteristics of ex post facto research, _p307 |
| 970 | 1 | 1 |
_l15.4 _tOccasions when appropriate, _p308 |
| 970 | 1 | 1 |
_l15.5 _tAdvantages and disadvantages of ex post facto research, _p309 |
| 970 | 1 | 1 |
_l15.6 _tDesigning an ex post facto investigation, _p309 |
| 970 | 1 | 1 |
_l15.7 _tProcedures in ex post facto research, _p310 |
| 970 | 1 | 2 |
_l16 _tExperiments, quasi-experiments, single-case research and internet-based experiments, _p312 |
| 970 | 1 | 1 |
_l16.4 _tA quasi-experimental design: the non-equivalent control group design, _p322 |
| 970 | 1 | 1 |
_l16.5 _tSingle-case research: ABAB design, _p323 |
| 970 | 1 | 1 |
_l16.6 _tProcedures in conducting experimental research, _p324 |
| 970 | 1 | 1 |
_l16.7 _tThreats to internal and external validity in experiments, _p326 |
| 970 | 1 | 1 |
_l16.8 _tThe timing of the pre-test and the post-test, _p327 |
| 970 | 1 | 1 |
_l16.9 _tExamples from educational research, _p328 |
| 970 | 1 | 1 |
_l16.10 _tThe design experiments, _p330 |
| 970 | 1 | 1 |
_l16.11 _tInternet-based research, _p335 |
| 970 | 0 | 1 |
_l16.12 Conclusion, _p |
| 970 | 1 | 2 |
_l17 _tMeta-analysis, research syntheses and systematic reviews, _p335 |
| 970 | 1 | 1 |
_l17.1 _tEvidence-based research, _p335 |
| 970 | 1 | 1 |
_l17.2 _tMeta-analysis, _p336 |
| 970 | 1 | 1 |
_l17.3 _tResearch syntheses and systematic reviews, _p342 |
| 970 | 1 | 2 |
_l18 _tAction research, _p344 |
| 970 | 0 | 1 |
_l18.1 Introduction, _p344 |
| 970 | 1 | 1 |
_l18.2 _tDefining action research, _p345 |
| 970 | 1 | 1 |
_l18.3 _tPrinciples and characteristics of action research, _p346 |
| 970 | 1 | 1 |
_l18.4 _tParticipatory action research, _p348 |
| 970 | 1 | 1 |
_l18.5 _tAction research as critical praxis, _p349 |
| 970 | 1 | 1 |
_l18.6 _tAction research and complexity theory, _p351 |
| 970 | 1 | 1 |
_l18.7 _tProcedures for action research, _p351 |
| 970 | 1 | 1 |
_l18.8 _tReporting action research, _p358 |
| 970 | 1 | 1 |
_l18.9 _tReflexivity in action research, _p359 |
| 970 | 1 | 1 |
_l18.10 _tSome practical and theoretical matters, _p359 |
| 970 | 0 | 1 |
_l18.11 Conslusion, _p361 |
| 970 | 1 | 2 |
_l19 _tVirtual worlds in educational research, _cSTEWART MARTIN, _fMARTIN, STEWART, _p362 |
| 970 | 1 | 1 |
_l19.1 _tSimulations and virtual worlds, _p362 |
| 970 | 1 | 1 |
_l19.2 _tTheoretions of virtual worlds, _p366 |
| 970 | 1 | 1 |
_l19.3 _tApplications of virtual worlds, _p368 |
| 970 | 1 | 1 |
_l19.4 _tA worked example of virtual world research, _p368 |
| 970 | 1 | 1 |
_l19.5 _tOpportunites and limitations, _p371 |
| 970 | 1 | 1 |
_l19.6 _tIssues and problems in virtual world research, _p371 |
| 970 | 1 | 1 |
_l19.7 _tUsing a virtual world and simulations in educational research, _p372 |
| 970 | 1 | 1 |
_l19.8 _tEthical issues in virtual world research, _p373 |
| 970 | 1 | 1 |
_l19.9 _tOnline tools for data collection from virtual worlds, _p373 |
| 970 | 0 | 1 |
_l19.10 Conclusions, _p374 |
| 970 | 1 | 2 | _lPART 4 |
| 970 | 1 | 2 |
_tStrategies and instruments for data collection and researching, _p375 |
| 970 | 1 | 2 |
_l20 _tQuestionnaires, _p377 |
| 970 | 1 | 1 |
_l20.1 _tEthical issues, _p377 |
| 970 | 1 | 1 |
_l20.2 _tApproaching the planning of a questionnaire, _p378 |
| 970 | 1 | 1 |
_l20.3 _tTypes of questionnaire items, _p382 |
| 970 | 1 | 1 |
_l20.4 _tAsking sensitive questions, _p395 |
| 970 | 1 | 1 |
_l20.5 _tAvoiding pitfalls in questions writing, _p396 |
| 970 | 1 | 1 |
_l20.6 _tSequencing questions, _p397 |
| 970 | 1 | 1 |
_l20.7 _tQuestionnaires containing few verbal items, _p398 |
| 970 | 1 | 1 |
_l20.8 _tThe layout of the questionnaire, _p399 |
| 970 | 1 | 1 |
_l20.9 _tCovering letters/sheets and follow-up letters, _p400 |
| 970 | 1 | 1 |
_l20.10 _tPiloting the questionnaire, _p402 |
| 970 | 1 | 1 |
_l20.11 _tPractical considerations in questionnaire design, _p402 |
| 970 | 1 | 1 |
_l20.12 _tAdministering questionnaires, _p404 |
| 970 | 1 | 1 |
_l20.13 _tProccessing questionnaire data, _p407 |
| 970 | 1 | 2 |
_l21 _tInterviews, _p409 |
| 970 | 0 | 1 |
_l21.1 Introduction, _p409 |
| 970 | 1 | 1 |
_l21.2 _tConceptions of the interview, _p409 |
| 970 | 1 | 1 |
_l21.3 _tPurposes of the interview, _p411 |
| 970 | 1 | 1 |
_l21.4 _tTypes of interview, _p412 |
| 970 | 1 | 1 |
_l21.5 _tPlanning interview-based research procedures, _p415 |
| 970 | 1 | 1 |
_l21.6 _tGroup interviewing, _p432 |
| 970 | 1 | 1 |
_l21.7 _tInterviewing children, _p433 |
| 970 | 1 | 1 |
_l21.8 _tInterviewing minority and marginalized people, _p435 |
| 970 | 1 | 1 |
_l21.9 _tFocus groups, _p436 |
| 970 | 1 | 1 |
_l21.10 _tNon-directive, focused, problem-centred and in-depth interviews, _p437 |
| 970 | 1 | 1 |
_l21.11 _tTelephone interviewing, _p439 |
| 970 | 1 | 1 |
_l21.12 _tEthical issues in interviewing, _p442 |
| 970 | 1 | 1 |
_l22 _tAccounts, _p444 |
| 970 | 0 | 1 |
_l22.1 Introduction, _p444 |
| 970 | 1 | 1 |
_l22.2 _tThe ethogenic approach, _p444 |
| 970 | 1 | 1 |
_l22.3 _tCharacteristics of accounts and episodes, _p445 |
| 970 | 1 | 1 |
_l22.4 _tProcedures in eliciting, analysing and authenticating accounts: an example, _p445 |
| 970 | 1 | 1 |
_l22.5 _tNetwork analysis, _p448 |
| 970 | 1 | 1 |
_l22.6 _tDiscourse analysis, _p450 |
| 970 | 1 | 1 |
_l22.7 _tAnalysing social episodes, _p452 |
| 970 | 1 | 1 |
_l22.8 _tAccount gathering in educational research: an example, _p452 |
| 970 | 1 | 1 |
_l22.9 _tProblems in gathering and analysing accounts, _p453 |
| 970 | 1 | 1 |
_l22.10 _tStrengths of the ethogenic approach, _p454 |
| 970 | 1 | 1 |
_l22.11 _tA note on stories, _p454 |
| 970 | 1 | 2 |
_l23 _tObservation, _p456 |
| 970 | 0 | 1 |
_l23.1 Introduction, _p456 |
| 970 | 1 | 1 |
_l23.2 _tStructured observation, _p459 |
| 970 | 1 | 1 |
_l23.3 _tThe need to practise structured observation, _p464 |
| 970 | 1 | 1 |
_l23.4 _tAnalysing data from structured observations, _p464 |
| 970 | 1 | 1 |
_l23.5 _tCritical incidents, _p464 |
| 970 | 1 | 1 |
_l23.6 _tNaturalistic and participant observation, _p464 |
| 970 | 1 | 1 |
_l23.7 _tData analysis for less structured observation, _p468 |
| 970 | 1 | 1 |
_l23.8 _tNatural and artificial settings for observation, _p469 |
| 970 | 1 | 1 |
_l23.9 _tThe use of technology in recording observations, _p469 |
| 970 | 1 | 1 |
_l23.10 _tTiming and causality with observational data, _p470 |
| 970 | 1 | 1 |
_l23.11 _tEthical considerations, _p471 |
| 970 | 1 | 1 |
_l23.12 _tSome cautionary comments, _p472 |
| 970 | 0 | 1 |
_l23.13 Conclusion, _p474 |
| 970 | 1 | 2 |
_l24 _tTests, _p476 |
| 970 | 1 | 1 |
_l24.1 _tWhat are we testing?, _p476 |
| 970 | 1 | 1 |
_l24.2 _tParametric and non-parametric tests, _p477 |
| 970 | 1 | 1 |
_l24.3 _tNorm-referenced, criterion-referenced and domain-referenced tests, _p478 |
| 970 | 1 | 1 |
_l24.4 _tCommercially produced tests and researcher-produced tests, _p479 |
| 970 | 1 | 1 |
_l24.5 _tContructing a test, _p480 |
| 970 | 1 | 1 |
_l24.6 _tSoftware for preparation of a test, _p492 |
| 970 | 1 | 1 |
_l24.7 _tDevising a pre-test and post-test, _p493 |
| 970 | 1 | 1 |
_l24.8 _tEthical issues in testing, _p493 |
| 970 | 1 | 1 |
_l24.9 _tComputerized adaptive testing, _p494 |
| 970 | 1 | 2 |
_l25 _tPersonal conctructs, _cRICHARD BELL, _fBELL, RICHARD, _p496 |
| 970 | 0 | 1 |
_l25.1 Introduction, _p496 |
| 970 | 1 | 1 |
_l25.2 _tStrengths of repertory grid technique, _p497 |
| 970 | 1 | 1 |
_l25.3 _tWorking with personel constructs, _p498 |
| 970 | 1 | 1 |
_l25.4 _tGrid analysis, _p502 |
| 970 | 1 | 1 |
_l25.5 _tSome examples of the use of repertory grid in educational research, _p506 |
| 970 | 1 | 1 |
_l25.6 _tDifficulties in the use of repertory grid technique in research, _p507 |
| 970 | 1 | 1 |
_l25.7 _tResources, _p508 |
| 970 | 1 | 2 |
_l26 _tRole-playing, _cCARMEL O'SULLIVAN, _fO'SULLIVAN, CARMEL, _p510 |
| 970 | 0 | 1 |
_l26.1 Introduction, _p510 |
| 970 | 1 | 1 |
_l26.2 _tWhat is role-play?, _p512 |
| 970 | 1 | 1 |
_l26.3 _tWhy use role-play in research?, _p513 |
| 970 | 1 | 1 |
_l26.4 _tIssues to be aware of when using role-play, _p515 |
| 970 | 1 | 1 |
_l26.5 _tRole-play as a research method, _p518 |
| 970 | 1 | 1 |
_l26.6 _tHow does it work?, _p520 |
| 970 | 1 | 1 |
_l26.7 _tImportant strategies for succesful role-play, _p521 |
| 970 | 1 | 1 |
_l26.8 _tThree examples of research using role-play, _p522 |
| 970 | 1 | 2 |
_l27 _tVisual media in educational research, _p528 |
| 970 | 0 | 1 |
_l27.1 Introduction, _p528 |
| 970 | 1 | 1 |
_l27.2 _tPhotographs and still images, _p530 |
| 970 | 1 | 1 |
_l27.3 _tVideo and moving images, _p530 |
| 970 | 1 | 1 |
_l27.4 _tArtefacts, _p531 |
| 970 | 1 | 1 |
_l27.5 _tEthical practices in visual research, _p533 |
| 970 | 1 | 2 | _lPART 5 |
| 970 | 1 | 2 |
_tData analysis, _p535 |
| 970 | 1 | 2 |
_l28 _tApproaches to qualitative data analysis, _p537 |
| 970 | 0 | 1 |
_l28.1 Introduction, _p537 |
| 970 | 1 | 1 |
_l28.2 _tData analysis, thick description and reflexivity, _p538 |
| 970 | 1 | 1 |
_l28.3 _tEthics in qualitative data analysis, _p542 |
| 970 | 1 | 1 |
_l28.4 _tComputer-assited qualitative data analysis (CAQDAS), _p542 |
| 970 | 1 | 2 |
_l29 _tOrganizing and presenting qualitative data, _p547 |
| 970 | 1 | 1 |
_l29.1 _tTabulating data, _p547 |
| 970 | 1 | 1 |
_l29.2 _tSeven ways of organizing and presenting data analysis, _p551 |
| 970 | 1 | 1 |
_l29.3 _tNarrative and biographical approaches to data analysis, _p552 |
| 970 | 1 | 1 |
_l29.4 _tSystematic approaches to data analysis, _p554 |
| 970 | 1 | 1 |
_l29.5 _tMethodological yools for analysing qualitative data, _p557 |
| 970 | 1 | 2 |
_l30 _tCoding and content analysis, _p559 |
| 970 | 1 | 1 |
_l30.1 _tCoding, _p559 |
| 970 | 1 | 1 |
_l30.2 _tWhat is content analysis?, _p563 |
| 970 | 1 | 1 |
_l30.3 _tHow does content analysis work?, _p564 |
| 970 | 1 | 1 |
_l30.4 _tA worked exapmle of content analysis, _p569 |
| 970 | 1 | 1 |
_l30.5 _tReliability in content analysis, _p572 |
| 970 | 1 | 2 |
_l31 _tDiscourses: conversations, narratives and autobiographies as texts, _p574 |
| 970 | 1 | 1 |
_l31.1 _tWhat is a discourse?, _p574 |
| 970 | 1 | 1 |
_l31.2 _tA conversational analysis, _p575 |
| 970 | 1 | 1 |
_l31.3 _tA narrative discourse, _p581 |
| 970 | 1 | 1 |
_l31.4 _tAutobiography, _p584 |
| 970 | 0 | 1 |
_l31.5 Conclusion, _p586 |
| 970 | 1 | 2 |
_l32 _tAnalysing visual media, _p588 |
| 970 | 0 | 1 |
_l32.1 Introduction, _p588 |
| 970 | 1 | 1 |
_l32.2 _tContent analysis, _p588 |
| 970 | 1 | 1 |
_l32.3 _tDiscourse analysis, _p589 |
| 970 | 1 | 1 |
_l32.4 _tGrounded theory, _p590 |
| 970 | 1 | 1 |
_l32.5 _tInterpreting images, _p591 |
| 970 | 1 | 1 |
_l32.6 _tInterpreting an image: a worked example, _p592 |
| 970 | 1 | 1 |
_l32.7 _tAnalysing moving images, _p596 |
| 970 | 1 | 1 |
_l32.8 _tConcluding remarks, _p597 |
| 970 | 1 | 2 |
_l33 _tGrounded theory, _p598 |
| 970 | 0 | 1 |
_l33.1 Introduction, _p598 |
| 970 | 1 | 1 |
_l33.2 _tThe tools of grounded theory, _p599 |
| 970 | 1 | 1 |
_l33.3 _tDeveloping grounded theory, _p601 |
| 970 | 1 | 1 |
_l33.4 _tEvaluating grounded theory, _p602 |
| 970 | 1 | 1 |
_l33.5 _tPreparing to work in grounded theory, _p602 |
| 970 | 1 | 2 |
_l34 _tApproaches to quantitative data analysis, _p604 |
| 970 | 1 | 1 |
_l34.1 _tScales of data, _p604 |
| 970 | 1 | 1 |
_l34.2 _tParametric and non-parametric data, _p606 |
| 970 | 1 | 1 |
_l34.3 _tDescriptive abd inferential statistic, _p606 |
| 970 | 1 | 1 |
_l34.4 _tKinds of variables, _p606 |
| 970 | 1 | 1 |
_l34.5 _tHypotheses, _p608 |
| 970 | 1 | 1 |
_l34.6 _tOne-tailed and-two tailed tests, _p610 |
| 970 | 1 | 1 |
_l34.7 _tDistributions, _p611 |
| 970 | 1 | 1 |
_l34.8 _tStatistical significance, _p613 |
| 970 | 1 | 1 |
_l34.9 _tHypothesis testing, _p615 |
| 970 | 1 | 1 |
_l34.10 _tEffect size, _p616 |
| 970 | 1 | 1 |
_l34.11 _tA note on symbols, _p620 |
| 970 | 1 | 2 |
_l35 _tDescriptive statistics, _p622 |
| 970 | 1 | 1 |
_l35.1 _tFrequencies, percentages and crosstabulations, _p622 |
| 970 | 1 | 1 |
_l35.2 _tMeasures of difference between groups, _p641 |
| 970 | 1 | 1 |
_l35.3 _tTaking stock, _p630 |
| 970 | 1 | 1 |
_l35.4 _tCorrelations and measures of association, _p630 |
| 970 | 1 | 1 |
_l35.5 _tPartial correlations, _p637 |
| 970 | 1 | 1 |
_l35.6 _tReliability, _p639 |
| 970 | 1 | 2 |
_l36 _tInferential statistics, _p641 |
| 970 | 1 | 1 |
_l36.1 _tMeasures of difference between groups, _p641 |
| 970 | 1 | 1 |
_l36.2 _tThe t-test, _p642 |
| 970 | 1 | 1 |
_l36.3 _tAnalysis of variance, _p644 |
| 970 | 1 | 1 |
_l36.4 _tThe chi-square test, _p651 |
| 970 | 1 | 1 |
_l36.5 _tDegrees of freedom, _p655 |
| 970 | 1 | 1 |
_l36.6 _tThe Mann-Whitney and Wilcoxon tests, _p655 |
| 970 | 1 | 1 |
_l36.7 _tThe Kruskal-Wallis and Friedman tests, _p658 |
| 970 | 1 | 1 |
_l36.8 _tRegression analysis, _p661 |
| 970 | 1 | 1 |
_l36.9 _tSimple linear regression, _p661 |
| 970 | 1 | 1 |
_l36.10 _tMultiple regression, _p663 |
| 970 | 1 | 1 |
_l36.11 _tStandardized scores, _p668 |
| 970 | 1 | 1 |
_l36.12 _tClosing remarks, _p671 |
| 970 | 1 | 2 |
_l37 _tMultidimensional measurement and factor analysis, _p672 |
| 970 | 0 | 1 |
_l37.1 Introduction, _p672 |
| 970 | 1 | 1 |
_l37.2 _tElementary linkage analysis: an example, _p672 |
| 970 | 1 | 1 |
_l37.3 _tFactor analysis, _p674 |
| 970 | 1 | 1 |
_l37.4 _tWhat to look for in factor analysis output, _p681 |
| 970 | 1 | 1 |
_l37.5 _tCluster analysis, _p685 |
| 970 | 1 | 1 |
_l37.6 _tExamples of studies using multimensional scaling and cluster analysis, _p685 |
| 970 | 1 | 1 |
_l37.7 _tMultimensional data: some words on notation, _p689 |
| 970 | 1 | 1 |
_l37.8 _tUsing the chi-square test in a three-way classification table, _p690 |
| 970 | 1 | 1 |
_l37.9 _tA note on structural aquation modelling, _p692 |
| 970 | 1 | 1 |
_l37.10 _tA note on mutlilevel modelling, _p695 |
| 970 | 1 | 2 |
_l38 _tChoosing a statistical test, _p697 |
| 970 | 0 | 1 |
_l38.1 Introduction, _p697 |
| 970 | 1 | 1 |
_l38.2 _tHow many samples?, _p697 |
| 970 | 1 | 1 |
_l38.3 _tThe types of data used, _p699 |
| 970 | 1 | 1 |
_l38.4 _tChoosing the right statistic, _p699 |
| 970 | 1 | 1 |
_l38.5 _tAssumptions of tests, _p699 |
| 970 | 0 | 1 |
_aNotes, _p705 |
| 970 | 0 | 1 |
_aBibliography, _p711 |
| 970 | 0 | 1 |
_aIndex, _p753 |
| 999 |
_c10617 _d10617 |
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| 003 | KOHA | ||