| Description |
1 online resource (945 pages) |
| Contents |
Cover -- Title -- Copyright -- Contents -- List of figures -- List of tables -- List of boxes -- List of contributors -- Preface to the eighth edition -- Acknowledgements -- PART 1 The context of educational research -- 1 The nature of enquiry: setting the field -- 1.1 Introduction -- 1.2 The search for understanding -- 1.3 Conceptions of social reality -- 1.4 Paradigms -- 1.5 Positivism -- 1.6 The assumptions and nature of science -- 1.7 The tools of science -- 1.8 The scientific method -- 1.9 Criticisms of positivism and the scientific method |
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1.10 Post-positivism1.11 Alternatives to positivistic and post-positivist social science: naturalistic and interpretive approaches -- 1.12 A question of terminology: the normative and interpretive paradigms -- 1.13 Phenomenology, ethnomethodology, symbolic interactionism and constructionism -- 1.14 Criticisms of the naturalistic and interpretive approaches -- 1.15 Postmodernism and post-structuralist perspectives -- 1.16 Subjectivity and objectivity in educational research -- 1.17 The paradigm of complexity theory -- 1.18 Conclusion -- 2 Mixed methods research |
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2.1 Introduction2.2 What is mixed methods research? -- 2.3 Why use mixed methods research? -- 2.4 The foundations of mixed methods research -- 2.5 Working with mixed methods approaches -- 2.6 Stages in mixed methods research -- 2.7 Conclusion -- 3 Critical educational research -- 3.1 Critical theory and critical educational research -- 3.2 Criticisms of approaches from critical theory -- 3.3 Participatory research and critical theory -- 3.4 Feminist research -- 3.5 A note on post-colonialtheory and queer theory -- 3.6 Value-neutralityin educational research |
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3.7 A summary of three major paradigms4 Theory in educational research -- 4.1 What is theory? -- 4.2 Why have theory? -- 4.3 What makes a theory interesting? -- 4.4 Types of theory -- 4.5 Where does theory come from? -- 4.6 Questions about theory for researchers -- 4.7 Conclusion -- 5 Evaluation and research -- 5.1 Similarities and differences between research and evaluation -- 5.2 Evaluation research and policy making -- 5.3 Research, evaluation, politics and policy making -- 6 The search for causation -- 6.1 Introduction -- 6.2 Causes and conditions |
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6.3 Causal inference and probabilistic causation6.4 Causation, explanation, prediction and correlation -- 6.5 Causal over-determination -- 6.6 The timing and scope of the cause and the effect -- 6.7 Causal direction, directness and indirectness -- 6.8 Establishing causation -- 6.9 The role of action narratives in causation -- 6.10 Researching causes and effects -- 6.11 Researching the effects of causes -- 6.12 Researching the causes of effects -- 6.13 Conclusion -- PART 2 Research design -- 7 The ethics of educational and social research -- 7.1 Introduction |
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""7.2 Ethical principles and the nature of ethics in educational research "" |
| Notes |
Print version record |
| Subject |
Education -- Research -- Great Britain
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Education -- Research.
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Great Britain.
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| Reading List |
EDX707 prescribed text 2024
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| Form |
Electronic book
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| Author |
Manion, Lawrence
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Morrison, Keith
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| ISBN |
9781315456515 |
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1315456516 |
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