| |
| |
| Tables and Figures | |
| |
| |
| Acknowledgments | |
| |
| |
| Series Editors' Preface | |
| |
| |
| |
| Introduction: The Three Rs of Educational Research | |
| |
| |
| |
| Declaring an Interest: The Empirical and Theoretical Contexts of the Research | |
| |
| |
| Empirical and Theoretical Domains and the Research Process | |
| |
| |
| Declaring an Interest: First Steps Towards a Research Question | |
| |
| |
| An Initial Description of Luria's Theoretical and Empirical Spaces | |
| |
| |
| Opening Your Theoretical Space: Using the Library | |
| |
| |
| The Theoretical and Empircal Spheres | |
| |
| |
| |
| Articulating the Theoretical and Empirical Fields | |
| |
| |
| The Problem | |
| |
| |
| Operationalization: The Empirical Measurement of Theoretical Propositions | |
| |
| |
| Operationalization: Sampling Procedures | |
| |
| |
| Opportunity Sampling | |
| |
| |
| Theoretical Sampling | |
| |
| |
| Random Sampling | |
| |
| |
| Moving into the Field | |
| |
| |
| |
| Experience and Observation: The Collection of First Hand Data | |
| |
| |
| Manipulation of Context: From Experiments to Participant Observation | |
| |
| |
| Experimental Research Design | |
| |
| |
| Ethnographic Research | |
| |
| |
| Structure: From Schedules to Fieldnotes | |
| |
| |
| Observation Schedules | |
| |
| |
| Fieldnotes | |
| |
| |
| Experience and Observation: Conclusion | |
| |
| |
| |
| Gathering Information and Asking Questions: Interviews, Questionnaires and Accounts | |
| |
| |
| Manipulation of Context: From Clinical Interviews to Diaries | |
| |
| |
| Clinical Interviews and Elicitation Techniques | |
| |
| |
| Diaries and Documents | |
| |
| |
| Structure: From Questionnaires to Conversations | |
| |
| |
| Questionnaires | |
| |
| |
| Exploring Opinions, Attitudes and Beliefs | |
| |
| |
| Interviewing | |
| |
| |
| Gathering Information and Asking Questions: Conclusion | |
| |
| |
| |
| Quality in Analysis | |
| |
| |
| Introduction: From Information to Data | |
| |
| |
| Qualitative and Quantitative Data | |
| |
| |
| Reading the Signs: Semiotic Analysis and the Location of the Problem | |
| |
| |
| Biasing the Description | |
| |
| |
| Elaborating the Description | |
| |
| |
| Generating the Description: Network Analysis | |
| |
| |
| Managing the Analysis: Using Information Technology | |
| |
| |
| Qualitative Data Analysis: Conclusion | |
| |
| |
| |
| Dealing with Quantity | |
| |
| |
| Quantifying Qualities | |
| |
| |
| Charting the Data | |
| |
| |
| Statistical Analysis | |
| |
| |
| The Mean and Frequency Distribution | |
| |
| |
| The Mann-Whitney Test | |
| |
| |
| Normal and Skewed Distributions | |
| |
| |
| The Chi Square Test | |
| |
| |
| Correlation | |
| |
| |
| Some Caveats | |
| |
| |
| |
| Specializing, Localizing and Generalizing: A Mode of Interrogation | |
| |
| |
| The Research Mode of Interrogation: Specializing the Theoretical Context | |
| |
| |
| What is the General Theoretical Field Within Which the Work is Located? | |
| |
| |
| What is the Problematic? | |
| |
| |
| What is the Specific Problem? | |
| |
| |
| The Research Mode of Interrogation: Localizing the Empirical | |
| |
| |
| What is the General Empirical Field Within Which the Work is Located? | |
| |
| |
| What is the Local Empirical Setting? | |
| |
| |
| What are the Empirical Findings? | |
| |
| |
| The Research Mode of Interrogation: From Specializing and Localizing to Validity and Generalization | |
| |
| |
| How is the Link Between the Problem and the Findings Established? | |
| |
| |
| How is the Research Generalized? | |
| |
| |
| The Mode of Interrogation | |
| |
| |
| |
| Opening and Closing the Account | |
| |
| |
| Entering the Mode of Interrogation | |
| |
| |
| Exiting the Mode of Interrogation | |
| |
| |
| |
| The Practitioner and Educational Research: A Manifesto | |
| |
| |
| Evaluation | |
| |
| |
| Annotated Bibliography | |
| |
| |
| Keyword Index | |