Doing Research/Reading Research

Re-Interrogating Education

By: Paul Dowling, Andrew Brown

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Paperback | 22 July 2009 | Edition Number 2

At a Glance

Paperback
224 Pages

Edition Type
New edition

Dimensions(cm)
24.61 x 17.4 x 1.19

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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:

the development of a research question
techniques of data collection
qualitative and quantitative forms of analysis
the writing and dissemination of research.

The authors present research as a principled activity that begins with the establishing and structuring of theoretical and empirical fields and research findings as serving to ask questions of educational practice rather than directing it.

This revised and updated second edition includes a new chapter dealing with the complex issue of research ethics. It also includes consideration of digital technologies and new media, both as settings of research and research tools, the chapters on qualitative and quantitative analysis have been expanded and the annotated bibliography updated.

The authors have been active researchers in educational studies for more than twenty years. They have also supervised numerous doctoral and masters dissertations and taught research methods programmes in various higher education institutions around the world as well as in the Institute of Education, University of London.

Industry Reviews

It goes very close to requiting the notion that you can write successfully for beginners and, at the same time, define the field. (Brian Davies, reviewing the first edition of Doing Research/Reading Research for the International Journal of Social Research Methodology).

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List of figures	p. vii
List of tables	p. ix
Acknowledgements	p. xi
Preface to the second edition	p. xiii
Introduction: the three Rs of research	p. 1
Declaring an interest	p. 6
Empirical and theoretical domains and the research process	p. 6
Declaring an interest: first steps towards a research question	p. 9
The theoretical and empirical spheres	p. 17
Articulating the theoretical and empirical fields	p. 18
The problem	p. 18
Operationalisation: the empirical measurement of theoretical propositions	p. 22
Operationalisation: sampling procedures	p. 26
Moving into the field	p. 31
An ethical dimension to research	p. 32
The side effects of research activity	p. 32
A framework for the ethical review of educational research	p. 35
The theoretical ethical field	p. 36
The empirical ethical field	p. 37
The mode of ethical interrogation	p. 42
Experience and observation: the collection of first-hand data	p. 43
Manipulation of context: from experiments to participant observation	p. 43
Structure: from schedules to fieldnotes	p. 57
Experience and observation: conclusion	p. 64
Gathering information and asking questions: questionnaires, interviews and accounts	p. 66
Manipulation of context: from clinical interviews to diaries	p. 67
Structure: from questionnaires to conversations	p. 72
Gathering information and asking questions: conclusion	p. 83
Quality in analysis	p. 85
Introduction: Organisational language	p. 85
Qualitative and quantitative analysis	p. 87
Reading the signs: semiotic analysis and the location of the problem	p. 90
Biasing the description	p. 93
Elaborating the description	p. 95
Generating the description: network analysis	p. 96
The theoretical and empirical dialogue in analysis	p. 102
Managing the analysis: using information technology	p. 105
Qualitative data analysis: conclusion	p. 107
Dealing with quantity	p. 109
Quantifying qualities	p. 110
Charting the data	p. 114
Statistical analysis	p. 117
Some caveats	p. 139
Specialising, localising and generalising: a mode of interrogation	p. 143
The research mode of interrogation: specialising the theoretical context	p. 144
The research mode of interrogation: localising the empirical	p. 147
Terminology: quantitative and qualitative approaches	p. 149
The research mode of interrogation: from specialising and localising to validity and generalisation	p. 150
The mode of interrogation	p. 154
Opening and closing the account	p. 156
Entering the mode of interrogation	p. 156
Exiting the mode of interrogation	p. 160
The practitioner and educational research: a manifesto	p. 167
Evaluation	p. 173
Notes	p. 174
Annotated bibliography	p. 176
References	p. 188
Index	p. 194
Table of Contents provided by Ingram. All Rights Reserved.

Doing Research/Reading Research

Re-Interrogating Education

At a Glance

Paperback

Industry Reviews

Shipping

How to return your order

Defective items

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