Continuum Research Methods – serie

More people than ever are using case studies in research, yet there is very little guidance on how to construct case studies effectively. Drawing on his vast experience of teaching and mentoring researchers, Bill Gillham here provides a comprehensive guide to this popular method of research.Using real-life examples throughout, Case Study Research Methods guides the reader through all the stages of a case study, from initial design to the processing and writing up of findings. Especially detailed guidance offered on observation techniques, using documentary and electronic sources and physical artifacts, conducting interviews and analyzing and writing up case-study data.

The Research Interview acts as an aid to students and professionals who aim to achieve high standards of research, either when training in research methods is unavailable or when practical guidance is needed.This book provides a comprehensive knowledge of the basic techniques of interviewing as well as lessons in controlling an interview schedule, using the techniques of questioning prompting and probing and analyzing the contents of interviews.

Andrew Burn and David Parker outline how multi-modality theory can be used to analyze texts whicj employ multiple semiotic modes and media, in such a way that a balanced consideration is given to the characteristics of each mode, how they integrate, and how they distribute textual functions between them. The medthods are rooted in a view of significance as dependent on social context, and fulfilling the social and communicative interests of both producers of textual production and use contingent upon digital formats will also be a determining content of the analytical method.

Focus Groups are often under-used as a valuable tool for research. This practical and extremely well-written guide offers advice on: * planning and organising focus groups * what types of questions to use* the limitations and advantages of using these groups as research methods* collecting the data at group sessions* how to analyse the data produced

An informative guide to designing and formulating research questions. Crucial starting points for research are often poorly conceived by students and researchers, resulting in problems as they work through the research and overall design and quality of the thesis, dissertation or research project. As students and researchers often spend six months to a year getting their research question right, this book should help set them on the right road.

Encouraging reflection upon the inescapable ethical dimensions of the conduct of research, Ian Gregory explores how ethical concerns inform not only the conduct of research but how they enter into the very decision to engage in a piece of research, the interpretation of data and what is done with research findings. Issues arising from the reflections of the text will be brought to bear upon the character of the researcher, the place (if any) of codes in practice for researchers and whether if in deference to ethical considerations there are limitations upon what can be countenanced in the name of research.

Intended as a guide for those wishing to draw on research techniques in order to inform the planning and undertaking of multi-method evaluation studies of educational initiatives. While it is possible to undertake evaluation without reference to research, the formal evaluation of education initiatives is enhanced by the use of research approaches to gather information on the nature of the developments that have taken place and/or merit and worth of the initiatives. In a climate where the question, "Does it work?" is being asked with increasing frequency, this book will consider ways of designing multi-method evaluation studies to help answer this question.

The central purpose of this book is to enable practitioners to undertake and to offer an account of an action research project. The volume is divided into seven sections, the first six of which are headed by commonly asked questions. Having examined the nature of action research, Costello focuses on developing an appropriate project, data collection and analysis, and producing a research report. The final selection offers suggestions for further reading.

This introductory text explains the use of critical discourse analysis (CDA) as a research methodology. Beginning with an explanation of the key words and theories behind CDA and how these can be used in research, Terry Locke proceeds to provide a lucid demonstration of the application of these series to both interpretation of print text and the analysis of conversations. The book is an essential guide for students encountering critical discourse analysis for the first time.

Any piece of primary research ought to be preceded by a systematic review. The key advantage of a systematic review over the traditional narrative review is its ability to identify all the available evidence in a systematic and replicable manner. This book describes the key steps to undertaking a systematic review and the process of undertaking a meta-analysis. It includes step-by-step examples of how to design data extraction forms, search strategies and combine in a meta-analysis.

This fascinating book illustrates the complex relationship between gender and research. The authors use concrete examples and draw upon their own gendered experiences by including mini-case studies from research projects in areas such as childhood studies, health care and education.

This book challenges the divide between qualitative and quantitative approaches that is now institutionalized within social science. Rather than suggesting the 'mixing' of methods, Challenging the Qualitative-Quantitative Divide provides a thorough interrogation of the arguments and practices characteristic of both sides of the divide, focusing on how well they address the common problems that all social research faces, particularly as regards causal analysis. The authors identify some fundamental weaknesses in both quantitative and qualitative approaches, and explore whether case-focused analysis - for instance, in the form of Qualitative Comparative Analysis, Analytic Induction, Grounded Theorising, or Cluster Analysis - can bridge the gap between the two sides.

What is legitimate knowledge? What is the relationship between the collection and analysis of data? Looking at the theory and practice of researching education, this book examines the philosophical, historical, political and social contexts of research and the implications of these for the collection and analysis of data.

An informative guide to designing and formulating research questions. Crucial starting points for research are often poorly conceived by students and researchers, resulting in problems as they work through the research and overall design adn quality of the thesis, dissertation or research project. As students and researchers often spend six months to a year getting their research question right, this book will help set them on the right road.

This book offers an exploration of case-focused methods as a means of bridging the quantitative-qualitative divide and the key methodological issues. This book challenges the divide between qualitative and quantitative approaches that is now institutionalized within social science. Rather than suggesting the 'mixing' of methods, "Challenging the Qualitative-Quantitative Divide" provides a thorough interrogation of the arguments and practices characteristic of both sides of the divide, focusing on how well they address the common problems that all social research faces, particularly as regards causal analysis. The authors identify some fundamental weaknesses in both quantitative and qualitative approaches, and explore whether case-focused analysis - for instance, in the form of Qualitative Comparative Analysis, Analytic Induction, Grounded Theorising, or Cluster Analysis - can bridge the gap between the two sides.

This book examines the philosophical, historical, political and social contexts of research and the implications of these for the collection and analysis of data. "Researching Education" looks at the theory and practice of researching education and examines the philosophical, historical, political and social contexts of research and the implications of these for the collection and analysis of data. Scott and Usher argue that while power is ever present in the construction of research texts, this is inevitable as research imposes a closure of the world through representations and thus is always and inevitably involved with and implicated in the operation of power. The authors provide a theoretical framework against previously compiled research can be judged to stimulates further study and consider key questions: What is legitimate knowledge? What is the relationship between the collection and analysis of data? How does the researcher's presence in the field impact on their data? This new edition has been completely revised to reflect new insights into education research and educational research methodology and the impact of recent political initiatives."Researching Education" is invaluable reading for educational and social researchers as well as postgraduate and doctoral students.

This introductory text explains the use of critical discourse analysis (CDA) as a research methodology. Beginning with an explanation of the key words and theories behind CDA and how these can be used in research, Terry Locke proceeds to provide a lucid demonstration of the application of these series to both interpretation of print text and the analysis of conversations. The book is an essential guide for students encountering critical discourse analysis for the first time.

This title provides clear and accessible advice to the research novice on the key issues in action research. What is Action Research? How Do I Collect Action Research Data? How Do I Produce an Action Research Report? This new edition offers practical advice to educational practitioners engaging with action research, helping them to understand the key issues involved in completing successful action research projects. Focusing on answering a commonly-asked question within each chapter, the author provides accessible advice which can be put into practice immediately. It is essential reading for all educational professionals looking to carry out an action research project in their setting.

Focus Groups are often under-used as a valuable tool for research. This practical and extremely well-written guide offers advice on: * planning and organising focus groups * what types of questions to use* the limitations and advantages of using these groups as research methods* collecting the data at group sessions* how to analyse the data produced

This book challenges the divide between qualitative and quantitative approaches that is now institutionalized within social science. Rather than suggesting the ''mixing'' of methods, Challenging the Qualitative-Quantitative Divide provides a thorough interrogation of the arguments and practices characteristic of both sides of the divide, focusing on how well they address the common problems that all social research faces, particularly as regards causal analysis. The authors identify some fundamental weaknesses in both quantitative and qualitative approaches, and explore whether case-focused analysis - for instance, in the form of Qualitative Comparative Analysis, Analytic Induction, Grounded Theorising, or Cluster Analysis - can bridge the gap between the two sides.

The central purpose of this book is to enable practitioners to undertake and to offer an account of an action research project. The volume is divided into seven sections, the first six of which are headed by commonly asked questions. Having examined the nature of action research, Costello focuses on developing an appropriate project, data collection and analysis, and producing a research report. The final selection offers suggestions for further reading.

Intended as a guide for those wishing to draw on research techniques in order to inform the planning and undertaking of multi-method evaluation studies of educational initiatives. While it is possible to undertake evaluation without reference to research, the formal evaluation of education initiatives is enhanced by the use of research approaches to gather information on the nature of the developments that have taken place and/or merit and worth of the initiatives. In a climate where the question, "Does it work?" is being asked with increasing frequency, this book will consider ways of designing multi-method evaluation studies to help answer this question.

More people than ever are using case studies in research, yet there is very little guidance on how to construct case studies effectively. Drawing on his vast experience of teaching and mentoring researchers, Bill Gillham here provides a comprehensive guide to this popular method of research.Using real-life examples throughout, Case Study Research Methods guides the reader through all the stages of a case study, from initial design to the processing and writing up of findings. Especially detailed guidance offered on observation techniques, using documentary and electronic sources and physical artifacts, conducting interviews and analyzing and writing up case-study data.

The Research Interview acts as an aid to students and professionals who aim to achieve high standards of research, either when training in research methods is unavailable or when practical guidance is needed.This book provides a comprehensive knowledge of the basic techniques of interviewing as well as lessons in controlling an interview schedule, using the techniques of questioning prompting and probing and analyzing the contents of interviews.

This title provides clear and accessible advice to the research novice on the key issues in action research. What is Action Research? How Do I Collect Action Research Data? How Do I Produce an Action Research Report? This new edition offers practical advice to educational practitioners engaging with action research, helping them to understand the key issues involved in completing successful action research projects. Focusing on answering a commonly-asked question within each chapter, the author provides accessible advice which can be put into practice immediately. It is essential reading for all educational professionals looking to carry out an action research project in their setting.

Andrew Burn and David Parker outline how multi-modality theory can be used to analyze texts whicj employ multiple semiotic modes and media, in such a way that a balanced consideration is given to the characteristics of each mode, how they integrate, and how they distribute textual functions between them. The medthods are rooted in a view of significance as dependent on social context, and fulfilling the social and communicative interests of both producers of textual production and use contingent upon digital formats will also be a determining content of the analytical method.

This title offers an exploration of case-focused methods as a means of bridging the quantitative-qualitative divide and the key methodological issues. This book challenges the divide between qualitative and quantitative approaches that is now institutionalized within social science. Rather than suggesting the 'mixing' of methods, "Challenging the Qualitative-Quantitative Divide" provides a thorough interrogation of the arguments and practices characteristic of both sides of the divide, focusing on how well they address the common problems that all social research faces, particularly as regards causal analysis. The authors identify some fundamental weaknesses in both quantitative and qualitative approaches, and explore whether case-focused analysis - for instance, in the form of Qualitative Comparative Analysis, Analytic Induction, Grounded Theorising, or Cluster Analysis - can bridge the gap between the two sides.

This new edition offers practical advice to educational practitioners engaging with action research, helping them to understand the key issues involved in completing successful action research projects.