Robert G. Burgess – författare

First Published in 2004. An authoritative guide to the problems and procedures associated with data collection and analysis in field research.

For this the fourth volume in the successful Contemporary Social Research series, Robert Burgess has provided a new resource text which will prove invaluable to those engaged in field research. The material he has chosen is drawn both from sociology and social anthropology; and the readings come from experienced researchers both in the USA and Europe. In addition, Burgess draws upon the work of historians for a special section on the use of historical materials in field research. The focus is upon the strategies, processes and problems of work in the field. Chapters by distinguished social scientists cover gaining entry, note-taking, interviewing and observing. Material on data collection is complemented by discussion of data analysis and theorising. The readings themselves are subdivided into nine sections. The first essay in each section is written by Burgess himself in order to locate the articles in a broader context and to highlight the key issues and the important questions. Burgess has also provided a review of some of the major traditions in field research and a series of brief guides to further reading on the major topics covered in each of the sections. Particular attention has been paid to the use of annotated reading lists and the preparation of a very full bibliography. Field Research: A Sourcebook and Field Manual will be an essential textbook for students of social research or field research at both the undergraduate and post-graduate levels. In addition, it will provide valuable guidance for workers in the social sciences engaged in research in the field.

First published in 1993. In the 1990s the education service faces challenging new priorities. As teachers seek to extend their skills and develop new expertise, they need continued, career-long professional development. This volume examines how teachers play key roles in providing and evaluating training. From schools in four education authorities varied styles of INSET are represented, drawing on words and experience of those at the centre of INSET activities. The book reflects some of the problems they face and how these are resolved. The authors link theory with practice of evaluation. They address issues of principle alongside day-to-day experience. This book offers a range of alternative models and styles of INSET for practitioners to consider and adapt to their own needs. The authors recognize the value of practitioner knowledge and suggest that in evaluating INSET, teachers can articulate for themselves and for an outside audience provide much information about what it means to teach and learn.

First published in 1993. In the 1990s the education service faces challenging new priorities. As teachers seek to extend their skills and develop new expertise, they need continued, career-long professional development. This volume examines how teachers play key roles in providing and evaluating training. From schools in four education authorities varied styles of INSET are represented, drawing on words and experience of those at the centre of INSET activities. The book reflects some of the problems they face and how these are resolved. The authors link theory with practice of evaluation. They address issues of principle alongside day-to-day experience. This book offers a range of alternative models and styles of INSET for practitioners to consider and adapt to their own needs. The authors recognize the value of practitioner knowledge and suggest that in evaluating INSET, teachers can articulate for themselves and for an outside audience provide much information about what it means to teach and learn.

Much has been written on the styles, strategies and tactics associated with educational research and evaluation, but relatively little on the social processes associated with the methodology. Few books consider the relationship of research and evaluation to policy and practice and this book opens up key debates in that field. It identifies, through contributions from the USA and Britain, some of the major processes involved, examines the problems of conducting research and evaluation and the ways in which they can be overcome, and details case studies in which problems and processes are encountered.; Probably of worldwide interest to students, researchers, academics, policy makers and practitioners, the authors present an examination of a range of different dimensions associated with educational research and evaluation conducted for policy and practice.

Much has been written on the styles, strategies and tactics associated with educational research and evaluation, but relatively little on the social processes associated with the methodology. Few books consider the relationship of research and evaluation to policy and practice and this book opens up key debates in that field. It identifies, through contributions from the USA and Britain, some of the major processes involved, examines the problems of conducting research and evaluation and the ways in which they can be overcome, and details case studies in which problems and processes are encountered.; Probably of worldwide interest to students, researchers, academics, policy makers and practitioners, the authors present an examination of a range of different dimensions associated with educational research and evaluation conducted for policy and practice.

This volume is one of a series of research annuals on qualitative research designed to take up issues and debates in this area that relate to methodology, the relationship between data collection and data analysis, the relationship between theory and method, and the implications of qualitative research for social policy and evaluation.

For this the fourth volume in the successful Contemporary Social Research series, Robert Burgess has provided a new resource text which will prove invaluable to those engaged in field research. The material he has chosen is drawn both from sociology and social anthropology; and the readings come from experienced researchers both in the USA and Europe. In addition, Burgess draws upon the work of historians for a special section on the use of historical materials in field research. The focus is upon the strategies, processes and problems of work in the field. Chapters by distinguished social scientists cover gaining entry, note-taking, interviewing and observing. Material on data collection is complemented by discussion of data analysis and theorising. The readings themselves are subdivided into nine sections. The first essay in each section is written by Burgess himself in order to locate the articles in a broader context and to highlight the key issues and the important questions. Burgess has also provided a review of some of the major traditions in field research and a series of brief guides to further reading on the major topics covered in each of the sections. Particular attention has been paid to the use of annotated reading lists and the preparation of a very full bibliography. Field Research: A Sourcebook and Field Manual will be an essential textbook for students of social research or field research at both the undergraduate and post-graduate levels. In addition, it will provide valuable guidance for workers in the social sciences engaged in research in the field.

For this the fourth volume in the successful Contemporary Social Research series, Robert Burgess has provided a new resource text which will prove invaluable to those engaged in field research. The material he has chosen is drawn both from sociology and social anthropology; and the readings come from experienced researchers both in the USA and Europe. In addition, Burgess draws upon the work of historians for a special section on the use of historical materials in field research. The focus is upon the strategies, processes and problems of work in the field. Chapters by distinguished social scientists cover gaining entry, note-taking, interviewing and observing. Material on data collection is complemented by discussion of data analysis and theorising. The readings themselves are subdivided into nine sections. The first essay in each section is written by Burgess himself in order to locate the articles in a broader context and to highlight the key issues and the important questions. Burgess has also provided a review of some of the major traditions in field research and a series of brief guides to further reading on the major topics covered in each of the sections. Particular attention has been paid to the use of annotated reading lists and the preparation of a very full bibliography. Field Research: A Sourcebook and Field Manual will be an essential textbook for students of social research or field research at both the undergraduate and post-graduate levels. In addition, it will provide valuable guidance for workers in the social sciences engaged in research in the field.

First Published in 2004. An authoritative guide to the problems and procedures associated with data collection and analysis in field research.

First Published in 2004. An authoritative guide to the problems and procedures associated with data collection and analysis in field research.

This collection of papers examines ethical issues in different kinds of social research including surveys, ethnography and historical research. Contributors also deal with ethical problems involved in examining controversial issues in education. Hence the book is largely about the ethics of the conduct of social investigation, rather than an analysis of the technical procedures themselves.

This collection of papers examines ethical issues in different kinds of social research including surveys, ethnography and historical research. Contributors also deal with ethical problems involved in examining controversial issues in education. Hence the book is largely about the ethics of the conduct of social investigation, rather than an analysis of the technical procedures themselves.

Much has been written on the styles, strategies and tactics associated with educational research and evaluation, but relatively little on the social processes associated with the methodology. Few books consider the relationship of research and evaluation to policy and practice and this book opens up key debates in that field. It identifies, through contributions from the USA and Britain, some of the major processes involved, examines the problems of conducting research and evaluation and the ways in which they can be overcome, and details case studies in which problems and processes are encountered.; Probably of worldwide interest to students, researchers, academics, policy makers and practitioners, the authors present an examination of a range of different dimensions associated with educational research and evaluation conducted for policy and practice.

Much has been written on the styles, strategies and tactics associated with educational research and evaluation, but relatively little on the social processes associated with the methodology. Few books consider the relationship of research and evaluation to policy and practice and this book opens up key debates in that field. It identifies, through contributions from the USA and Britain, some of the major processes involved, examines the problems of conducting research and evaluation and the ways in which they can be overcome, and details case studies in which problems and processes are encountered.; Probably of worldwide interest to students, researchers, academics, policy makers and practitioners, the authors present an examination of a range of different dimensions associated with educational research and evaluation conducted for policy and practice.

First Published in 2004. An authoritative guide to the problems and procedures associated with data collection and analysis in field research.

This collection of papers examines ethical issues in different kinds of social research including surveys, ethnography and historical research. Contributors also deal with ethical problems involved in examining controversial issues in education. Hence the book is largely about the ethics of the conduct of social investigation, rather than an analysis of the technical procedures themselves.

In this study, first published in 1983, Robert Burgess discusses the definitions, redefinitions, strategies and bargains used in and out of classrooms by teachers and pupils in a co-educational Roman Catholic school where he spent some time as a researcher and part-time teacher. He also looks at the role of the school’s headmaster, and his conception of the school, and at the house and departmental staff.This absorbing study will be of interest to teachers and students of sociology and education, practicing and prospective school teachers, researchers, administrators, policy makers and others who are concerned with schools and schooling.

In this study, first published in 1983, Robert Burgess discusses the definitions, redefinitions, strategies and bargains used in and out of classrooms by teachers and pupils in a co-educational Roman Catholic school where he spent some time as a researcher and part-time teacher. He also looks at the role of the school’s headmaster, and his conception of the school, and at the house and departmental staff.This absorbing study will be of interest to teachers and students of sociology and education, practicing and prospective school teachers, researchers, administrators, policy makers and others who are concerned with schools and schooling.

For this the fourth volume in the successful Contemporary Social Research series, Robert Burgess has provided a new resource text which will prove invaluable to those engaged in field research. The material he has chosen is drawn both from sociology and social anthropology; and the readings come from experienced researchers both in the USA and Europe. In addition, Burgess draws upon the work of historians for a special section on the use of historical materials in field research. The focus is upon the strategies, processes and problems of work in the field. Chapters by distinguished social scientists cover gaining entry, note-taking, interviewing and observing. Material on data collection is complemented by discussion of data analysis and theorising. The readings themselves are subdivided into nine sections. The first essay in each section is written by Burgess himself in order to locate the articles in a broader context and to highlight the key issues and the important questions. Burgess has also provided a review of some of the major traditions in field research and a series of brief guides to further reading on the major topics covered in each of the sections. Particular attention has been paid to the use of annotated reading lists and the preparation of a very full bibliography. Field Research: A Sourcebook and Field Manual will be an essential textbook for students of social research or field research at both the undergraduate and post-graduate levels. In addition, it will provide valuable guidance for workers in the social sciences engaged in research in the field.

First published in 1993. In the 1990s the education service faces challenging new priorities. As teachers seek to extend their skills and develop new expertise, they need continued, career-long professional development. This volume examines how teachers play key roles in providing and evaluating training. From schools in four education authorities varied styles of INSET are represented, drawing on words and experience of those at the centre of INSET activities. The book reflects some of the problems they face and how these are resolved. The authors link theory with practice of evaluation. They address issues of principle alongside day-to-day experience. This book offers a range of alternative models and styles of INSET for practitioners to consider and adapt to their own needs. The authors recognize the value of practitioner knowledge and suggest that in evaluating INSET, teachers can articulate for themselves and for an outside audience provide much information about what it means to teach and learn.

First published in 1993. In the 1990s the education service faces challenging new priorities. As teachers seek to extend their skills and develop new expertise, they need continued, career-long professional development. This volume examines how teachers play key roles in providing and evaluating training. From schools in four education authorities varied styles of INSET are represented, drawing on words and experience of those at the centre of INSET activities. The book reflects some of the problems they face and how these are resolved. The authors link theory with practice of evaluation. They address issues of principle alongside day-to-day experience. This book offers a range of alternative models and styles of INSET for practitioners to consider and adapt to their own needs. The authors recognize the value of practitioner knowledge and suggest that in evaluating INSET, teachers can articulate for themselves and for an outside audience provide much information about what it means to teach and learn.

The last decade has witnessed a considerable increase in research that could be broadly described as ethnographic, qualitative or a case study among investigators working within such disciplines and areas of study as sociology, criminology and education, as well as sub-fields like industrial relations and the sociology of health and healing. Such work draws on a style of investigation traditionally used by social anthropologists and includes methods such as participant observation, unstructured interviews and documentary evidence. This range of research methods is commonly included under the term field research and qualitative methodology. It is the intention of these research annuals on qualitative research to take up issues and debates in this area that relate to methodology, the relationship between data collection and data analysis, the relationship between theory and method and the implications of qualitative research for social policy and evaluation. Each volume of "Studies in Qualitative Methodology" takes a specific theme relating to qualitative research. Earlier volumes have focussed on the conduct of the qualitative research (Volume 1) and research experience (Volume 2). In all the accounts that have been provided, authors have been encouraged to write in the first person and to focus upon the methodological lessons that can be learned from field research. These themes come together in this volume (Volume 3) which focuses on the learning experience for a group of researchers who have conducted their first major study for a PhD. In this respect, the essays that follow focus on the learning experience in the field and on the process of doing research, and deal with such issues as the biography of the researcher, the role of personal experience, the process of gaining access (through sponsors, gatekeepers and informants), the collection of data through the management of field relations, the analysis of data and the writing process. The authors demonstrate the complexity of conducting fieldwork and the range of interpersonnal skills that need to be used alongside research design, writing and theorizing.

This volume is one of a series of research annuals on qualitative research designed to take up issues and debates in this area that relate to methodology, the relationship between data collection and data analysis, the relationship between theory and method, and the implications of qualitative research for social policy and evaluation.

This volume is one of a series of research annuals on qualitative research designed to take up issues and debates in this area that relate to methodology, the relationship between data collection and data analysis, the relationship between theory and method, and the implications of qualitative research for social policy and evaluation.

This collection of papers examines ethical issues in different kinds of social research including surveys, ethnography and historical research. Contributors also deal with ethical problems involved in examining controversial issues in education. Hence the book is largely about the ethics of the conduct of social investigation, rather than an analysis of the technical procedures themselves.