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摘要
摘要
This bestselling text enables beginning researchers to organise and evaluate the research they read, and to plan and implement small scale research projects of their own. It gives structured, practical guidance on:
the development of a research question techniques of data collection qualitative and quantitative forms of analysis the writing and dissemination of research.The authors present research as a principled activity that begins with the establishing and structuring of theoretical and empirical fields and research findings as serving to ask questions of educational practice rather than directing it.
This revised and updated second edition includes a new chapter dealing with the complex issue of research ethics. It also includes consideration of digital technologies and new media, both as settings of research and research tools, the chapters on qualitative and quantitative analysis have been expanded and the annotated bibliography updated.
The authors have been active researchers in educational studies for more than twenty years. They have also supervised numerous doctoral and masters dissertations and taught research methods programmes in various higher education institutions around the world as well as in the Institute of Education, University of London.
目录
List of figures | p. vii |
List of tables | p. ix |
Acknowledgements | p. xi |
Preface to the second edition | p. xiii |
1 Introduction: the three Rs of research | p. 1 |
2 Declaring an interest | p. 6 |
Empirical and theoretical domains and the research process | p. 6 |
Declaring an interest: first steps towards a research question | p. 9 |
The theoretical and empirical spheres | p. 17 |
3 Articulating the theoretical and empirical fields | p. 18 |
The problem | p. 18 |
Operationalisation: the empirical measurement of theoretical propositions | p. 22 |
Operationalisation: sampling procedures | p. 26 |
Moving into the field | p. 31 |
4 An ethical dimension to research | p. 32 |
The side effects of research activity | p. 32 |
A framework for the ethical review of educational research | p. 35 |
The theoretical ethical field | p. 36 |
The empirical ethical field | p. 37 |
The mode of ethical interrogation | p. 42 |
5 Experience and observation: the collection of first-hand data | p. 43 |
Manipulation of context: from experiments to participant observation | p. 43 |
Structure: from schedules to fieldnotes | p. 57 |
Experience and observation: conclusion | p. 64 |
6 Gathering information and asking questions: questionnaires, interviews and accounts | p. 66 |
Manipulation of context: from clinical interviews to diaries | p. 67 |
Structure: from questionnaires to conversations | p. 72 |
Gathering information and asking questions: conclusion | p. 83 |
7 Quality in analysis | p. 85 |
Introduction: Organisational language | p. 85 |
Qualitative and quantitative analysis | p. 87 |
Reading the signs: semiotic analysis and the location of the problem | p. 90 |
Biasing the description | p. 93 |
Elaborating the description | p. 95 |
Generating the description: network analysis | p. 96 |
The theoretical and empirical dialogue in analysis | p. 102 |
Managing the analysis: using information technology | p. 105 |
Qualitative data analysis: conclusion | p. 107 |
8 Dealing with quantity | p. 109 |
Quantifying qualities | p. 110 |
Charting the data | p. 114 |
Statistical analysis | p. 117 |
Some caveats | p. 139 |
9 Specialising, localising and generalising: a mode of interrogation | p. 143 |
The research mode of interrogation: specialising the theoretical context | p. 144 |
The research mode of interrogation: localising the empirical | p. 147 |
Terminology: quantitative and qualitative approaches | p. 149 |
The research mode of interrogation: from specialising and localising to validity and generalisation | p. 150 |
The mode of interrogation | p. 154 |
10 Opening and closing the account | p. 156 |
Entering the mode of interrogation | p. 156 |
Exiting the mode of interrogation | p. 160 |
11 The practitioner and educational research: a manifesto | p. 167 |
Evaluation | p. 173 |
Notes | p. 174 |
Annotated bibliography | p. 176 |
References | p. 188 |
Index | p. 194 |