By Jerry Wellington
With this greatly revised variation of a much-admired and interesting advisor, Jerry Wellington presents transparent and confident solutions to those questions, whole with particular suggestion on tools reminiscent of interviewing, surveys, documentary examine and using concentration teams. completely overhauled and up-to-date, this variation contains new case reviews, useful 'theory precis' containers, and a number actions or 'points to think of' to foster engagement with present matters. holding the readability and concision of the former variation, and its approachable and functional sort, Jerry Wellington offers a useful textual content for all these engaged in academic research.
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Extra info for Educational Research: Contemporary Issues and Practical Approaches
Immanuel Kant, for example, claimed that the notion of cause and effect is essential to our understanding of the world. Without this concept, and our 19 20 Educational Research understanding of it, we could not make sense of the phenomena that we see before us (‘perceptions without concepts are blind’ is often used as a summary of this idea). By contrast, David Hume (in response to Kant and others) argued that what we see in nature is simply ‘constant conjunction’ – one event follows another. We have no justification for assuming that they are causally connected.
G. they are taught with an item of new technology; they use a different teaching or learning approach; here is a fictional example (I hope): the experimental group is injected with a wonder drug on a daily basis which makes them learn more efficiently while the control group is given sugar lumps. g. school, home, classroom, playground 2 Primary data-gathering instrument The researcher 3 Background knowledge Personal, tacit, intuitive knowledge is a valuable addition to other types of knowledge 4 Methods Qualitative rather than quantitative methods will be used but not exclusively 5 Sampling Purposive sampling is likely to be preferred over representative or random sampling 6 Design The research design tends to unfold/emerge as the study progresses and data is collected 7 Theory Theory tends to emerge from (be grounded in) the data.
3. Ethics: do you agree with Polanyi (1958) that in educational research we are dealing with humans and this is rather different from dealing with ‘cobblestones’? Just what are the important differences? Pat Sikes writes of ‘contemporary moral panic’: do you feel that this (and master narratives) make it more difficult to conduct valuable educational research in certain areas? 4. Can we ever use the ends of a piece of research to justify the means? For example, is the covert research mentioned in this chapter (and later in Chapter 5) justifiable in that it led to certain outcomes and perhaps improvements?