With an impressive team of contributors, this book discusses the reality of conducting research in different educational settings and provides practical advice for both undergraduate and postgraduate students doing research in education.
With an impressive team of contributors, this book discusses the reality of conducting research in different educational settings and provides practical advice for both undergraduate and postgraduate students doing research in education.
This book will help you to plan, design and conduct quality research within the specific context of education and educational studies.
An impressive cast of contributors discuss the reality of conducting research in different educational settings and provide practical advice for both undergraduate and postgraduate students and early career researchers doing research in education.
The book discusses key philosophical issues such as understanding research paradigms, ethics and selecting appropriate methodologies but remains grounded in the practical experience of the researcher. It has comprehensive coverage of the whole research process from start to finish, is easy to navigate and helps develop key skills such as:
- Time management
- Creating good research questions and hypotheses
- Constructing the literature review
- Structuring a project
- Writing a proposal
- Managing data
- Analysing data
- Writing for specific audiences
Packed full of learning features and showcasing a wide range of voices and opinions this book is an ideal guide for anyone conducting research in education or educational studies.
Recenzijos
"Of direct value to both undergraduate and post graduate students, this text provides stimulating explanations of issues crucial to the production of robust research. It is written in an engaging manner incorporating a range of activities and case studies. Additional linkages are established between research skills and key employability attributes." -- Timothy Palazon Written by a host of experienced researchers, this book gives everything you need for your research in education--design, ethics, literature reviews, quantitative and qualitative methods through to reporting and publication. And it will inspire you to get out and do it! -- Stephen Ward This is a well-illustrated book with examples of good practice that guides the thinking of students when beginning any kind of research in education. The key terminology is emphasised throughout the book in a simple way, thus giving a good basic understanding of research methods and its application to practice. -- Malini Mistry
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vii | |
| Preface |
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x | |
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| Companion Website |
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xiii | |
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1 The Purpose of Research: Why do we do it? |
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1 | (17) |
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2 Making Sense of Research Methodology |
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18 | (19) |
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3 Ethical Issues Associated with Educational Research |
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37 | (22) |
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4 Constructing the Hypotheses/Creating the Research Question(s) |
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59 | (21) |
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80 | (19) |
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99 | (19) |
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7 Constructing the Literature Section |
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118 | (18) |
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8 Selecting Appropriate Research Methods for an Educational Context |
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136 | (20) |
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9 Collecting Qualitative Data |
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156 | (21) |
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10 Analysing Qualitative Data |
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177 | (15) |
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11 Collecting Quantitative Data |
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192 | (17) |
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12 Analysing Quantitative Data |
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209 | (36) |
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13 Research Analysis and Discussion |
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245 | (18) |
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14 Writing and Reporting the Research |
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263 | (20) |
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| Index |
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283 | |
Dr. Ioanna Palaiologou CPsychol AFBPsS is an Academic Associate at the UCL Institute of Education. She is also a Chartered Psychologist with the British Psychological Society with a specialism in child development and learning theories. Her research interests focus on ethics, child development, the role of digital technologies and implications on pedagogy.
Trevor is an Associate Professor in the UCL Centre for Educational Leadership, Institute of Education where he is Head of Academic Programmes and Programme Leader for the MBA in Educational Leadership (International). He has now worked in education for over 46 years, has Qualified Teacher Status (QTS) with the Department for Education and is also a Senior Fellow of the Higher Education Academy (HEA) in England. He has worked full-time for four universities since 1993 and in previous careers was an officer in a local education authority (1986-93) and a qualified schoolteacher (1973-86). In all employment he has held senior leadership positions. He continues to be an active researcher and is engaged in several live projects, with many academic articles, conference papers and book chapters having been published recently. His main area of expertise is in educational leadership, where he has three books: Being an Effective Headteacher, Doing Research in Education: Theory and Practice and Sustaining the Comprehensive Ideal.
