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List of figures vii
List of tables ix
Acknowledgements xi
Preface to the second edition xiii
1 Introduction: the three Rs of research 1
2 Declaring an interest 6
Empirical and theoretical domains and the research process 6
Declaring an interest: first steps towards a research question 9
The theoretical and empirical spheres 17
3 Articulating the theoretical and empirical fields 18
The problem 18
Operationalisation: the empirical measurement of theoretical propositions 22
Operationalisation: sampling procedures 26
Moving into the field 31
4 An ethical dimension to research 32
The side effects of research activity 32
A framework for the ethical review of educational research 35
The theoretical ethical field 36
The empirical ethical field 37
The mode of ethical interrogation 42
5 Experience and observation: the collection of first-hand data 43
Manipulation of context: from experiments to participant observation 43
Structure: from schedules to fieldnotes 57
Experience and observation: conclusion 64
6 Gathering information and asking questions: questionnaires, interviews and accounts 66
Manipulation of context: from clinical interviews to diaries 67
Structure: from questionnaires to conversations 72
Gathering information and asking questions: conclusion 83
7 Quality in analysis 85
Introduction: Organisational language 85
Qualitative and quantitative analysis 87
Reading the signs: semiotic analysis and the location of the problem 90
Biasing the description 93
Elaborating the description 95
Generating the description: network analysis 96
The theoretical and empiricaldialogue in analysis 102
Managing the analysis: using information technology 105
Qualitative data analysis: conclusion 107
8 Dealing with quantity 109
Quantifying qualities 110
Charting the data 114
Statistical analysis 117
Some caveats 139
9 Specialising, localising and generalising: a mode of interrogation 143
The research mode of interrogation: specialising the theoretical context 144
The research mode of interrogation: localising the empirical 147
Terminology: quantitative and qualitative approaches 149
The research mode of interrogation: from specialising and localising to validity and generalisation 150
The mode of interrogation 154
10 Opening and closing the account 156
Entering the mode of interrogation 156
Exiting the mode of interrogation 160
11 The practitioner and educational research: a manifesto 167
Evaluation 173
Notes 174
Annotated bibliography 176
References 188
Index 194
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| $99.99 | Digital |
| WonderClub |
Kevin Massie
reviewed Doing Research/ Reading Research: Re-Interrogating Education on March 17, 2018 Doing Research/ Reading Research: Re-Interrogating Education
I wish I knew about this book when I first started trying to figure out what qualitative research entails. The author does a great job of giving basic information and providing a lot of real-life examples, all written in a friendly, informative voice. The book, examples, and suggested activities all help to better explain various aspects of qualitative research. The book is designed around the concept that the readers will be trying a small qualitative study and walks the readers through each step in the process. There is also a website with links to further articles and resources. However, it is definitely an introductory text and would not be useful to readers who are looking to better understand the nuances of qualitative research or the various methodologies.
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Doing Research/ Reading Research: Re-Interrogating Education, 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:
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Doing Research/ Reading Research: Re-Interrogating Education, 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:
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