Researching Education: Data, Methods and Theory in Educational Enquiry
(Sprache: Englisch)
Examines the philosophical, historical, political and social contexts of research and the implications of these for the collection and analysis of data.
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Examines the philosophical, historical, political and social contexts of research and the implications of these for the collection and analysis of data.
Inhaltsverzeichnis zu „Researching Education: Data, Methods and Theory in Educational Enquiry “
1. Introduction; Part I: Philosophy; 2. The Place of Philosophical Issues in Educational Research; 3. Critical Approaches to Research; 4. Practice-Based Research; 5. Modes of Thinking: Positivism, Empiricism, Post-Positivism, Critical Theory, Post-Structuralism, Post-Modernism; Part II. Strategies and Methods; 6. Experimentation; 7. Survey and Correlational Designs; 8. Qualitative Research Design, Case Study and Theory-Building; 9. Observational Approaches; 10. Interview Methods and Methodologies; 11. Biographical and Autobiographical Method; Part III. Issues; 12. Ethics and Educational Research; 13. Evaluation and Research; 14. Criteria for Evaluating Research; 15. Transgressive Research; References; Subject Index; Name Index.
Autoren-Porträt von David Scott, Robin Usher
David Scott is Professor of Curriculum, Pedagogy and Assessment and Faculty Director of Teaching and Learning at the Institute of Education, University of London, UK. Robin Usher is Senior Policy Advisor and Coordinator at RMIT University, Melbourne, Australia.
Bibliographische Angaben
- Autoren: David Scott , Robin Usher
- 2011, 203 Seiten, Maße: 18,5 x 22,9 cm, Kartoniert (TB), Englisch
- Verlag: Continuum
- ISBN-10: 1441101667
- ISBN-13: 9781441101662
Sprache:
Englisch
Rezension zu „Researching Education: Data, Methods and Theory in Educational Enquiry “
'A rigorous and thought-provoking text which challenges the intellectual sloppiness that informs much educational research. The book challenges us constantly to reconsider our own assumptions and those of others in evaluating the claims that are made about what research does and does not, can or cannot, tell us.'Richard Edwards, Professor of Education and Head of The Stirling Institute of Education, University of Stirling, UK
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