Die Herstellerinformationen sind derzeit nicht verfügbar.
Autorenporträt
Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic's research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Prior to his current role at the IOE as Head of the Academic Department Learning and Leadership Dominic was Faculty Director of Research. Before joining the IOE Dominic was a Senior Lecturer at the University of Cambridge. He was also appointed as the first Director of Music-Making at Churchill College Cambridge, where he was also a Fellow and Director of Studies for Education. Emma Smith is Professor of Education at the University of Leicester, UK. She researches issues of educational equity and the role that educational policy can play in reducing inequalities and closing achievement gaps in both the national and international context. Recent and on-going work has been in the following areas: shortages in the STEM workforce, special education and school accountability, inequalities in participation in post-compulsory science programmes and school policy in England. She has a general interest in research methods and has taught on many research methods courses at both undergraduate and postgraduate level. Her particular area of interest is in the use of numeric secondary data and she is the author of 'Using Secondary Data in Educational and Social Research' published by the Open University Press.
Inhaltsangabe
Introduction - Editors PART 01: UNDERSTANDING RESEARCH 01 Reasons for Education Research - Ian Menter 02 The role of theory in research - Mary Lou Rasmussen 03 The Ethics of Research - Hannah Farrimond 04 Shared principles of causal inference in qualitative and quantitative research - Sean Kelly 05 The Validity and Reliability of Research: A Realist Perspective - Joseph A. Maxwell PART 02: PLANNING RESEARCH 06 Approaches to Reviewing Research in Education - Jill Denner, Erica Marsh & Shannon Campe 07 Purposes for Educational Research - Peter Tymms 08 Research Questions in Education Research: their neglect, role and development - Patrick White 09 An introduction to the importance of research design - Stephen Gorard 10 A positivist orientation: hypothesis testing and the 'scientific method' - Roger Gomm 11 Interpretivism as a Theory of Knowledge - David Scott 12 Unpacking Pragmatism for Mixed Methods Research: The Philosophies of Peirce, James, Dewey, and Rorty - R. Burke Johnson, Anthony J. Onwuegbuzie, Cornelis de Waal, Tres Stefurak & David Hildebrand 13 Sampling Decisions in Educational Research: Criteria, Designs, Challenges - Kathleen Collins PART 03: APPROACHES TO RESEARCH 14 Historical Research - Gary McCulloch 15 Using International Comparative Studies in Achievement in Educational Research - Larry E. Suter 16 Ethnography - Sara Delamont 17 Grounded Theory - Robert Thornberg 18 Case Study Research - Malcolm Tight 19 Surveys: longitudinal, cross-sectional and trend studies - Alice Sullivan & Lisa Calderwood 20 True Experimental designs - Carole J. Torgerson & David J. Torgerson 21 Lighting a Spark, Seeing the Light: Educational Action Research as Transformative Practice - Mary Brydon-Miller, Maricar Prudente & Socorro Aguja 22 Systematic review and Meta-Analysis - Sandy Oliver & Janice Tripney 23 Mixed Methods Approaches and their Application in Educational Research - Pamela Sammons & Susila Davis 24 Using Secondary Data Analysis for Educational Research - Pamela E. Davis-Kean & Justin Jager 25 Researching in digital environments - Rebecca Eynon PART 04: ACQUIRING DATA 26 Access, Sites and Settings - Jerry West 27 Observation and recording classroom processes - Frank Hardman & Jan Hardman 28 Personal experience methods in practitioner research - Amanda Berry & Monica Taylor 29 Multimodality, Meaning and Data Analysis - Mark Nelson 30 Research Interviews - Amir Marvasti & Carrie Freie 31 Surveys and Questionnaires - Stacey Bielick 32 Measurement - Stephen G. Sireci & Joshua Marland PART 05: ANALYSING DATA 33 Cataloguing and organizing data - Susan Jekielek 34 The Role of Theory in Quantitative Data Analysis - Terri D. Pigott 35 Descriptive statistics - Jeffrey T. Steedle 36 Inferential statistics - Paul E. Jose & Agnes Szabo 37 How should numeric data be analysed? - Stephen Gorard 38 Coding and Analyzing Qualitative Data - Barbara B. Kawulich 39 Conversation Analysis - Myrte Gosen & Tom Koole 40 Discourse analysis/Critical discourse analysis - Christoph A. Hafner 41 Content Analysis - James B. Schreiber & Lyndsie N. Ferrara 42 Confirmatory Factor Analysis - Betsy McCoach & Sarah D. Newton 43 Logistic Regression - Chao-Ying Joanne Peng 44 Multilevel modelling for educational data - Harvey Goldstein 45 Big Data and Educational Research - Roser Beneito-Montagut PART 06: REPORTING, DISSEMINATING & EVALUATING RESEARCH 46 Generalizability - Guillermo Solano-Flores 47 Writing about research - Pat Thomson 48 Communicating Research Findings - Mark Rickinson 49 Social media and academic publishing - Inger Mewburn & Pat Thomson 50 Evaluation of and Accountability for Individual and Institutional Research on Education - Larry E. Suter 51 Using Research Findings - Chris Brown
Introduction - Editors PART 01: UNDERSTANDING RESEARCH 01 Reasons for Education Research - Ian Menter 02 The role of theory in research - Mary Lou Rasmussen 03 The Ethics of Research - Hannah Farrimond 04 Shared principles of causal inference in qualitative and quantitative research - Sean Kelly 05 The Validity and Reliability of Research: A Realist Perspective - Joseph A. Maxwell PART 02: PLANNING RESEARCH 06 Approaches to Reviewing Research in Education - Jill Denner, Erica Marsh & Shannon Campe 07 Purposes for Educational Research - Peter Tymms 08 Research Questions in Education Research: their neglect, role and development - Patrick White 09 An introduction to the importance of research design - Stephen Gorard 10 A positivist orientation: hypothesis testing and the 'scientific method' - Roger Gomm 11 Interpretivism as a Theory of Knowledge - David Scott 12 Unpacking Pragmatism for Mixed Methods Research: The Philosophies of Peirce, James, Dewey, and Rorty - R. Burke Johnson, Anthony J. Onwuegbuzie, Cornelis de Waal, Tres Stefurak & David Hildebrand 13 Sampling Decisions in Educational Research: Criteria, Designs, Challenges - Kathleen Collins PART 03: APPROACHES TO RESEARCH 14 Historical Research - Gary McCulloch 15 Using International Comparative Studies in Achievement in Educational Research - Larry E. Suter 16 Ethnography - Sara Delamont 17 Grounded Theory - Robert Thornberg 18 Case Study Research - Malcolm Tight 19 Surveys: longitudinal, cross-sectional and trend studies - Alice Sullivan & Lisa Calderwood 20 True Experimental designs - Carole J. Torgerson & David J. Torgerson 21 Lighting a Spark, Seeing the Light: Educational Action Research as Transformative Practice - Mary Brydon-Miller, Maricar Prudente & Socorro Aguja 22 Systematic review and Meta-Analysis - Sandy Oliver & Janice Tripney 23 Mixed Methods Approaches and their Application in Educational Research - Pamela Sammons & Susila Davis 24 Using Secondary Data Analysis for Educational Research - Pamela E. Davis-Kean & Justin Jager 25 Researching in digital environments - Rebecca Eynon PART 04: ACQUIRING DATA 26 Access, Sites and Settings - Jerry West 27 Observation and recording classroom processes - Frank Hardman & Jan Hardman 28 Personal experience methods in practitioner research - Amanda Berry & Monica Taylor 29 Multimodality, Meaning and Data Analysis - Mark Nelson 30 Research Interviews - Amir Marvasti & Carrie Freie 31 Surveys and Questionnaires - Stacey Bielick 32 Measurement - Stephen G. Sireci & Joshua Marland PART 05: ANALYSING DATA 33 Cataloguing and organizing data - Susan Jekielek 34 The Role of Theory in Quantitative Data Analysis - Terri D. Pigott 35 Descriptive statistics - Jeffrey T. Steedle 36 Inferential statistics - Paul E. Jose & Agnes Szabo 37 How should numeric data be analysed? - Stephen Gorard 38 Coding and Analyzing Qualitative Data - Barbara B. Kawulich 39 Conversation Analysis - Myrte Gosen & Tom Koole 40 Discourse analysis/Critical discourse analysis - Christoph A. Hafner 41 Content Analysis - James B. Schreiber & Lyndsie N. Ferrara 42 Confirmatory Factor Analysis - Betsy McCoach & Sarah D. Newton 43 Logistic Regression - Chao-Ying Joanne Peng 44 Multilevel modelling for educational data - Harvey Goldstein 45 Big Data and Educational Research - Roser Beneito-Montagut PART 06: REPORTING, DISSEMINATING & EVALUATING RESEARCH 46 Generalizability - Guillermo Solano-Flores 47 Writing about research - Pat Thomson 48 Communicating Research Findings - Mark Rickinson 49 Social media and academic publishing - Inger Mewburn & Pat Thomson 50 Evaluation of and Accountability for Individual and Institutional Research on Education - Larry E. Suter 51 Using Research Findings - Chris Brown
Rezensionen
The British Educational Research Association (BERA) has worked with SAGE to develop a high quality research methods handbook for students studying education and related areas. The book is published in two volumes and over 1,000 pages, so a substantial resource by any scale. The contributions are listed thematically in six parts, progressing from a background to research enquiry, through planning research, approaches or design, acquiring data, analysis and lastly reporting, disseminating and evaluation. Over 50 authors are included, many highly eminent in their fields. This handbook makes a valuable and authoritative contribution to the research endeavour for all those working or studying in the field of education.
Steve Strand
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
