Doing Qualitative Research In Education Settings
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| Author | : J. Amos Hatch |
| Publisher | : State University of New York Press |
| Total Pages | : 313 |
| Release | : 2010-03-30 |
| Genre | : Education |
| ISBN | : 0791487946 |
J. Amos Hatch offers a methods book that speaks directly to novice qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data, and demonstrating real analyses are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection, and analysis, to writing the final draft. Recommendations for writing and publishing qualitative work are included.
| Author | : Bassey, Michael |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 194 |
| Release | : 1999-05-01 |
| Genre | : Education |
| ISBN | : 0335199844 |
Readers are taken through the various stages in conducting case study research, including a helpful account of data collection and data analysis methods. Structured, narrative and descriptive approaches to writing case study reports are also discussed.
| Author | : Jenny Ozga |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 162 |
| Release | : 1999-11-16 |
| Genre | : Education |
| ISBN | : 0335232507 |
This book argues for independent, critical research on education policy in the context of attacks on the quality and usefulness of educational research in general. It takes issue with the argument, promoted by government departments and agencies that education policy research should be limited to work that assists policy-makers. Against this position, the book advocates independent, critical research that scrutinizes policy in relation to its consequences for equality and social justice. It argues that practitioners and academic researchers should form a research community that develops its own knowledge base from which so-called evidence based policymaking in education may be assessed and challenged. The book offers guidance on the theoretical and methodological resources available to practitioners and others with an interest in doing research on policy and discusses some of the main issues and problems in doing policy research on education. It offers examples of research on policy at different system levels, pursuing themes such as globalization, changing governance of education, selection, choice and exclusion, managerialism and the feminisation of educational management. It argues for attention to the history of policy in education as a resource for understanding the present, and concludes with recommendations for future research in areas where contestation of official agendas is needed.
| Author | : Morwenna Griffiths |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 178 |
| Release | : 1998-11-16 |
| Genre | : Education |
| ISBN | : 0335231659 |
This is a book for all researchers in educational settings whose research is motivated by considerations of justice, fairness and equity. It addresses questions such researchers have to face. Will a prior political or ethical commitment bias the research? How far can the ideas of empowerment or 'giving a voice' be realised? How can researchers who research communities to which they belong deal with the ethical issues of being both insider and outsider? The book provides a set of principles for doing educational research for social justice. These are rooted in considerations of methodology, epistemology and power relations, and provide a framework for dealing with the practical issues of collaboration, ethics, bias, empowerment, voice, uncertain knowledge and reflexivity, at all stages of research from getting started to dissemination and taking responsibility as members of the wider community of educational researchers. Theoretical arguments and the realities of practical research are brought together and interwoven. Thus the book will be helpful to all researchers, whether they are just beginning their first project, or whether they are already highly experienced. It will be of great value to research students in designing and writing up their theses and dissertations.
| Author | : Danica G. Hays |
| Publisher | : Guilford Press |
| Total Pages | : 529 |
| Release | : 2011-08-16 |
| Genre | : Education |
| ISBN | : 1462502644 |
This highly readable text demystifies the qualitative research process—and helps readers conceptualize their own studies—by organizing the different research paradigms and traditions into coherent clusters. Real-world examples and firsthand perspectives illustrate the research process; instructive exercises and activities build on each other so readers can develop their own proposals or reports as they work through the book. Provided are strategies for selecting a research topic, entering and exiting sites, and navigating the complexities of ethical issues and the researcher's role. Readers learn how to use a range of data collection methods—including observational strategies, interviewing, focus groups, e-mail and chat rooms, and arts-based media—and to manage, analyze, and report the resulting data. Useful pedagogical features include:*In-class and field activities to apply qualitative concepts.*Discussion questions, proposal development exercises, and reflexive journal activities.*Exemplary qualitative studies and two sample proposals.*Cautionary notes, or "Wild Cards," about possible research pitfalls.*Tables that summarize concepts and present helpful tips.
| Author | : J. Amos Hatch |
| Publisher | : State University of New York Press |
| Total Pages | : 304 |
| Release | : 2023-09-01 |
| Genre | : Education |
| ISBN | : 1438494629 |
Doing Qualitative Research in Education Settings, Second Edition is a methods book that speaks directly to qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data and demonstrating real analyses, are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection and analysis, to writing the final draft. Recommendations for publishing qualitative work are included. New to the second edition are a comprehensive updating of citations and references, new sections addressing the impact of computer-mediated communication (especially as related to data collection and analysis), an overview of the recent history of qualitative research, and an overall refresh that acknowledges the many changes that have occurred in society and academe since the original publication.
| Author | : Pole, Christopher |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 198 |
| Release | : 2003-12-01 |
| Genre | : Education |
| ISBN | : 033520600X |
Ethnography is a distinctive approach for educational research. The authors argue that the last decade has seen ethnography come of age, not only as a way of doing research, but also as a way of theorizing and making sense of the world. Their approach is concerned with ethnography as process and ethnography as product. This critical celebration of ethnography explores what it can achieve in educational research. The book features: Thorough discussion of definitions of ethnography and its potential for use within educational research Critical introductions to the principal approaches to ethnography Discussions of data analysis and representation and of the challenges facing ethnography Use of educational examples from real research projects throughout. The book offers a distinctive contribution to the literature of ethnography, taking readers beyond a simplistic "how to" approach towards an understanding of the wider contribution ethnography can make to our understanding of educational processes. Ethnography for Education is of value to final-year undergraduates and postgraduates in education and social science disciplines as well as education professionals engaged in practice-based research. Christopher Pole is Senior Lecturer at the Department of Sociology, University of Leicester. His research interests are in the areas of the sociology of education, sociology of childhood and the development of qualitative research methods. Recent publications include Practical Social Investigation: Qualitative and Quantitative Methods in Social Research and Hidden Hands: International Perspectives on Children's Work and Labour. Marlene Morrison is Reader in Education Leadership and Director of the Doctorate of Education programme at the University of Lincoln. Her academic background is in the sociology of education and includes research on race equality, health education, perspectives on educational policy and practice, and the ethnography of educational settings. She has researched widely in the education that has included school, further and higher education sectors, and other public services.
| Author | : Michael R.M. Ward |
| Publisher | : Edward Elgar Publishing |
| Total Pages | : 552 |
| Release | : 2020-08-28 |
| Genre | : Education |
| ISBN | : 1788977157 |
This updated second edition unpacks the discussions surrounding the finest qualitative methods used in contemporary educational research. Bringing together scholars from around the world, this Handbook offers sophisticated insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research.
| Author | : Somekh, Bridget |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 238 |
| Release | : 2005-12-01 |
| Genre | : Education |
| ISBN | : 0335216587 |
This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years’ experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing, analyzing and theorizing practices to reconstruct and transform those practices. The book examines action research into change in a range of educational settings, such as schools and classrooms, university departments, and a national evaluation of technology in schools. The opening chapter presents eight methodological principles and discusses key methodological issues. The focus then turns to action research in broader contexts such as ‘southern’ countries, health, business and management, and community development. Each chapter thereafter takes a specific research project as its starting point and critically reviews its design, relationships, knowledge outcomes, political engagement and impact. Action Researchis important reading for postgraduate students and practitioner researchers in education, health and management, as well as those in government agencies and charities who wish to research and evaluate change and development initiatives. It is also valuable for pre-service and in-service training of professionals such as teachers, nurses and managers.
| Author | : Peter Clough |
| Publisher | : |
| Total Pages | : 132 |
| Release | : 2002 |
| Genre | : Education |
| ISBN | : |
"In this bold and very important work, Peter Clough shows how the truths about educational issues can be told using fictional devices. This work legitimates the narrative turn in the human disciplines. He shows educational researchers how narrative inquiry can be used for progressive moral and political purposes". - Norman K. Denzin, University of Illinois at Urbana-Champaign This compelling book takes a fresh approach to educational research, considering the role and use of literary and ethnographic approaches. There is growing interest in the use of narrative and fictional methods and this book sets out to: * locate narrative and fictional methods within the traditions of education research; * exemplify the use of narrative in studies of educational and social settings; * explain the processes of composing narrative and fictional research A distinctive feature of the book is the inclusion of five 'fictional' stories which demonstrate the use of narrative in reporting research. Detailed discussion of these five stories shows how they were created from actual events and the varied role of the author in their creation. The methodological implications of such an approach are considered along with its potential merits and difficulties and its possible uses.
