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| You Can Do Research! | |
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| Your Feelings about Doing Research | |
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| Myths about Early Childhood Research | |
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| An Inclusive Approach towards Early Childhood Research | |
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| Your Research Project Within Early Childhood Studies | |
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| The Professionalisation of Early Childhood Studies 5 | |
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| The Importance of Your Reflective Practice | |
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| Principles of High-quality Early Childhood Research | |
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| The Research Process within Early Childhood Studies | |
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| Everyday Research Skills | |
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| Your Research Story, Methodology and Research Questions | |
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| Reflecting Upon your Personal Story | |
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| Methodology | |
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| Some Research Stories | |
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| Your Reflective Diary | |
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| High Levels of Motivation | |
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| Professional Motivations | |
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| Focusing On your Area of Interest | |
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| The Overall Research Questions and the Field Questions | |
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| Getting your Research Questions Right - Breadth and Depth | |
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| Doing a Pilot Study | |
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| Ethical Issues in Early Childhood Research | |
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| Legislation and the Participatory Rights of Children | |
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| Sociology and the Participatory Rights of Children | |
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| Children's Participation and Protection | |
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| a Reflective Impact Assessment of Research on Children | |
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| Your Emotional Vulnerability | |
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| Informed Consent | |
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| Informed Consent, Confidentiality and Child Protection | |
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| Informed Consent Leaflet for Children | |
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| Socially Inclusive and Respectful Relationships with Children | |
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| Informed Consent is an Ongoing Process | |
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| Negotiating Access with the Gatekeepers | |
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| 'Feedback' and Closure of the Research | |
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| Ethical Dilemmas are Hard to Resolve | |
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| Ethical Checklist | |
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| Designing Your Research | |
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| What is Research Design? | |
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| Two Research Approaches | |
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| Quantitative Research | |
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| Qualitative Research | |
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| Sampling within Your Project | |
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| Triangulation and Validity | |
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| The Quantitative and Qualitative Approaches: An Example | |
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| Action research | |
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| Action Research Belongs to You | |
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| Case Studies | |
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| Small-scale Qualitative Surveys | |
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| Broad and Deep Research | |
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| Justifying your Methods | |
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| Your Research Proposal | |
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| Organising and Writing up Your Research Project | |
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| Writing an Academic Argument and Critical Writing | |
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| The Overall Structure of Your Research Report | |
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| The Responsibilities of Your Supervisor | |
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| Your Responsibilities Throughout the Research | |
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| The Research Tutorial | |
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| Your Research Timetabling | |
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| Observation: Looking and Listening | |
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| Why Do Observations? | |
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| What is Observation? | |
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| Interpretation | |
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| Being Open in Your Looking and Listening | |
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| Knowing the Context of Your Research Setting | |
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| Unstructured Observations | |
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| Structured Observations | |
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| Tally Counting | |
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| Observation Schedules | |
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| Event Sampling and Running Records | |
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| Video Observations | |
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| Observational Diagrams | |
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| Participant Observation | |
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| Creative Listening to Young Children | |
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| Developing Cultures of Meaningful Participation | |
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| What is Creative Listening? | |
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| The Mosaic Approach | |
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| Cameras and Ethics | |
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| Children's Photographs and Walking Tours | |
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| Children's Drawings | |
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| Children's Interpretations of Their Pictures | |
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| Interviewing Children and Adults | |
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| Different Types of Interviews | |
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| The Interview Guide | |
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| Probing | |
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| The Differences Between an Interview and a Chat | |
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| Focus Group Conversations with Children | |
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| Children as Researchers | |
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| Using Structured Activities | |
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| Reflective Interviewing | |
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| a Wide Diversity of Children | |
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| Tape-recording | |
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| Writing and Using Questionnaires | |
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| Three Ways to Administer Your Questionnaires | |
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| Ethical Issues and Questionnaires | |
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| Writing your Questionnaire | |
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| Different Types of Questions | |
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| Writing a Likert Scale Questionnaire | |
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| Analysing Your Data | |
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| The Process of Organising your Data | |
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| Reducing and Displaying your Data | |
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| Using Excel and Nvivo Software for Analysis | |
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| Inducing or/and Deducing the Themes and Topic Codes | |
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| Topic Coding in Qualitative Analysis | |
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| Analysing Your Data | |
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| Use a Wide Range of Data | |
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| Generating Categories and Themes | |
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| Sharing Your Research | |