The Routledge Doctoral Student's Companion

Getting to Grips with Research in Education and the Social Sciences
Herausgeber: Thomson, Pat; Walker, Melanie

• Broschiertes Buch

Produktbeschreibung

This book addresses a set of interlocking and overlapping big questions that â sitâ behind the plethora of doctoral advice texts and run through the practice of knowledge/identity work.

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Produktdetails

• Companions for PhD and DPhil Research
• Verlag: Taylor & Francis Ltd
• Seitenzahl: 446
• Erscheinungstermin: 31. März 2010
• Englisch
• Abmessung: 246mm x 174mm x 24mm
• Gewicht: 786g
• ISBN-13: 9780415484121
• ISBN-10: 041548412X
• Artikelnr.: 28375302

Autorenporträt

Pat Thomson is Professor of Education at the University of Nottingham, and an Adjunct Professor at the University of South Australia and a Visiting Professor at Deakin University, Victoria, Australia. Melanie Walker is Professor of Higher Education at the University of Nottingham, and is also Extraordinary Professor at the University of the Western Cape, South Africa.

Inhaltsangabe

Part I Introduction Why the doctoral companions? Pat Thomson & Melanie
Walker 1. The changing nature of the doctorate and doctoral students Pat
Thomson & Melanie Walker Part II Becoming and being a doctoral student 2.
Ignorance in educational research - How not knowing shapes new knowledge?
Jon Wagner 3. When qualitative meets quantitative: Conversations about the
nature of knowledge Erica McWilliam & Jennifer Pei-Ling Tan 4.
Interdisciplinarity and transdisciplinarity - Diverse purposes of research:
theory-oriented, situation-oriented, policy-oriented Des Gasper 5. The
necessity and violence of theory Stephen J. Ball 6. Bringing theory to
doctoral research Kalervo N. Gulson & Robert J. Parkes 7. Seeking the
single thread: the Conceptual Quest Feng, Su, Jon Nixon and Bob Adamson 8.
Theory and narrative in the production of knowledge Jean Barr 9. Making
sense of supervision: Deciphering feedback Anthony Paré 10. Entering the
gates of the elect: obtaining the doctorate in education in South Africa
Crain Soudien 11. Weaving the threads of doctoral research journeys Jerry
Wellington Part III Coming to terms with research practice 12. Its been
said before and we'll say it again - research is writing Pat Thomson &
Barbara Kamler 13. Getting to grips with research in education and the
social sciences - Research questions: what's worth asking and why? John
Pryor 14. Research questions: What's worth asking and why? Andrew Brown
15. There is no golden key': overcoming problems with data analysis in
qualitative research Helen Colley 16. Dealing with analysis Ann-Marie
Bathmaker 17. Researching with large datasets: learning to think big when
small is beautiful Andy Noyes 18. Doing data analysis Stephen Gorard 19.
Argumentation and the Doctoral Thesis: theory and practice Monica McLean
20. Writing research Maria Piantanida & Noreen B. Garman 21. 'Guilty
knowledge' - the (im)possibility of ethical security in social science
research- qualitative research: ethics in the swamplands Kevin Williams
22. Dangerous reflexivity: rigor, responsibility, and reflexivity in
qualitative research Wanda S. Pillow 23. Emotions and being a doctoral
student Chaya Herman Part IV Making a contribution to knowledge 24. Quality
agenda and doctoral work: The tactic, the new agendas, the changing
contexts Lyn Yates 25. Generating practitioner knowledge through
practitioner action research: moving from local to public knowledge Gary L.
Anderson & Kathryn Herr 26. Coyote and Raven talk about equivalency of
other/ed knowledges in research Peter Cole & Pat O'Riley 27. Knowledge in
context: Whose knowledge and for what context? Qing Gu 28 . Open access and
the ongoing transformation of scholarly publishing: A guide for doctoral
students Robert Lucas & John Willinsky 29. Inner university, knowledge
workers, and limitality Tomasz Szkudlarek 30. Global students for global
education research? Ian Menter, Joana da Silveira & Radhika Gorur 31. The
impact of research on education policy: the relevance for doctoral
researchers Bob Lingard Part V Conclusion 32. Last words: why doctoral
study? Pat Thomson & Melanie Walker