Investigación sobre el conocimiento humano

This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen. Title page 6 Copyright 7 Contents 8 List of figures 15 List of tables 17 List of boxes 20 List of contributors 22 Preface to the eighth edition 23 Acknowledgements 26 Part 1: The context of educational research 30 1 The nature of enquiry: setting the field 32 2 Mixed methods research 60 3 Critical educational research 80 4 Theory in educational research 97 5 Evaluation and research 108 6 The search for causation 116 Part 2: Research design 138 7 The ethics of educational and social research 140 8 Ethics in Internet research 173 9 Choosing a research project 182 10 Research questions 194 11 Research design and planning 202 12 Sampling 231 13 Sensitive educational research 257 14 Validity and reliability 274 Part 3: Methodologies for educational research 314 15 Qualitative, naturalistic and ethnographic research 316 16 Historical and documentary research 352 17 Surveys, longitudinal, cross-sectional and trend studies 363 18 Internet surveys 390 19 Case studies 404 20 Experiments 420 21 Meta-analysis, systematic reviews and research syntheses 456 22 Action research 469 23 Virtual worlds, social network software and netography in educational research 486 Part 4: Methods of data collection 498 24 Questionnaires 500 25 Interviews 535 26 Observation 571 27 Tests 592 28 Using secondary data in educational research 615 29 Personal constructs 622 30 Role-playand research 635 31 Visual media in educational research 657 Part 5: Data analysis and reporting 670 32 Approaches to qualitative data analysis 672 33 Organizing and presenting qualitative data 686 34 Coding and content analysis 697 35 Discourses: conversations, narratives and autobiographies as texts 715 36 Analysing visual media 731 37 Grounded theory 743 38 Approaches to quantitative data analysis 754 39 Statistical significance, effect size and statistical power 768 40 Descriptive statistics 782 41 Inferential statistics: difference tests 805 42 Inferential statistics: regression analysis and standardization 831 43 Factor analysis, cluster analysis and structural equation modelling 847 44 Choosing a statistical test 868 45 Beyond mixed methods Using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses 876 Bibliography 884 Index 936 "12.6 The access to the sample"--"12.7 The sampling strategy to be used"--"12.8 Probability samples" -- "12.9 Non-probabilitysamples" -- "12.10 Sampling in qualitative research" -- "12.11 Sampling in mixed methods research" -- "12.12 Planning a sampling strategy" -- "12.13 Conclusion" -- "13 Sensitive educational research" -- "13.1 Introduction" -- "13.2 What is sensitive research?" -- "13.3 Sampling and access" -- "13.4 Ethical issues in sensitive research" -- "13.5 Effects of sensitive research on the researcher" -- "13.6 Researching powerful people" -- "13.7 Researching powerless and vulnerable people" -- "13.8 Asking questions" -- "13.9 Conclusion" -- "14 Validity and reliability" -- "14.1 Defining validity" -- "14.2 Validity in quantitative research" -- "14.3 Validity in qualitative research" -- "14.4 Validity in mixed methods research" -- "14.5 Types of validity" -- "14.6 Triangulation" -- "14.7 Ensuring validity" -- "14.8 Reliability" -- "14.9 Reliability in quantitative research" -- "14.10 Reliability in qualitative research" -- "14.11 Validity and reliability in interviews" -- "14.12 Validity and reliability in experiments" -- "14.13 Validity and reliability in questionnaires" -- "14.14 Validity and reliability in observations" -- "14.15 Validity and reliability in tests" -- "14.16 Validity and reliability in life histories" -- "14.17 Validity and reliability in case studies" -- "PART 3 Methodologies for educational research" -- "15 Qualitative, naturalistic and ethnographic research" -- "15.1 Foundations of qualitative, naturalistic and ethnographic inquiry" -- "15.2 Naturalistic research" -- "15.3 Ethnographic research" -- "15.4 Critical ethnography" -- "15.5 Autoethnography" -- "15.6 Virtual ethnography" -- "15.7 Phenomenological research" -- "15.8 Planning qualitative, naturalistic and ethnographic research" -- "15.9 Reflexivity "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" -- "1.10 Post-positivism" -- "1.11 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" -- "2.1 Introduction" -- "2.2 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" -- "3.7 A summary of three major paradigms" -- "4 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" -- "6.3 Causal inference and probabilistic causation" -- "6.4 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" -- "7.2 Ethical principles and the nature of ethics in educational research " -- "7.3 Sponsored research" -- "7.4 Regulatory contexts of ethics" -- "7.5 Choice of research topic and research design" -- "7.6 Informed consent" -- "7.7 Non-maleficence, beneficence and human dignity" -- "7.8 Privacy" -- "7.9 Anonymity" -- "7.10 Confidentiality" -- "7.11 Against privacy, confidentiality and anonymity" -- "7.12 Deception" -- "7.13 Gaining access and acceptance into the research setting" -- "7.14 Power and position" -- "7.15 Reciprocity" -- "7.16 Ethics in data analysis" -- "7.17 Ethics in reporting and dissemination" -- "7.18 Responsibilities to sponsors, authors and the research community" -- "7.19 Conclusion" -- "8 Ethics in Internet research "8.1 What is Internet research?"--"8.2 What are key ethical issues in Internet research?"--"8.3 Informed consent" -- "8.4 Public and private matters" -- "8.5 Confidentiality and anonymity" -- "8.6 Ethical codes for Internet research" -- "8.7 Conclusion" -- "9 Choosing a research project" -- "9.1 Introduction" -- "9.2 What gives rise to the research project?" -- "9.3 The importance of the research" -- "9.4 The purposes of the research" -- "9.5 Ensuring that the research can be conducted" -- "9.6 Considering research questions" -- "9.7 The literature search and review" -- "9.8 Summary of key issues in choosing a research topic or project" -- "10 Research questions" -- "10.1 Why have research questions?" -- "10.2 Where do research questions come from?" -- "10.3 What kinds of research question are there?" -- "10.4 Devising your research question(s)" -- "10.5 Making your research question answerable" -- "10.6 How many research questions should I have?" -- "10.7 A final thought" -- "11 Research design and planning" -- "11.1 Introduction" -- "11.2 Approaching research planning" -- "11.3 Research design and methodology" -- "11.4 From design to operational planning" -- "11.5 A framework for planning research" -- "11.6 Conducting and reporting a literature review" -- "11.7 Searching for literature on the Internet" -- "11.8 How to operationalize research questions" -- "11.9 Distinguishing methods from methodologies" -- "11.10 Data analysis" -- "11.11 Presenting and reporting the results" -- "11.12 A planning matrix for research" -- "11.13 Managing the planning of research" -- "11.14 A worked example" -- "11.15 Ensuring quality in the planning of research" -- "12 Sampling" -- "12.1 Introduction" -- "12.2 The sample size" -- "12.3 Sampling error" -- "12.4 Statistical power and sample size" -- "12.5 The representativeness of the sample "15.10 Doing qualitative research"--"15.11 Some challenges in qualitative, ethnographic and naturalistic approaches"--"16 Historical and documentary research" -- "16.1 Introduction" -- "16.2 Some preliminary considerations: theory and method" -- "16.3 The requirements and process of documentary analysis" -- "16.4 Some problems surrounding the use of documentary sources" -- "16.5 The voice of the past: whose account counts?" -- "16.6 A worked example: a biographical approach to the history of education" -- "16.7 Conclusion" -- "17 Surveys, longitudinal, cross-sectional and trend studies" -- "17.1 Introduction" -- "17.2 What is a survey?" -- "17.3 Advantages of surveys" -- "17.4 Some preliminary considerations" -- "17.5 Planning and designing a survey" -- "17.6 Survey questions" -- "17.7 Low response, non-responseand missing data" -- "17.8 Survey sampling" -- "17.9 Longitudinal and cross-sectional surveys" -- "17.10 Strengths and weaknesses of longitudinal, cohort and cross-sectional studies" -- "17.11 Postal, interview and telephonesurveys" -- "17.12 Comparing methods of data collection insurveys" -- "18 Internet surveys" -- "18.1 Introduction" -- "18.2 Advantages of Internet surveys" -- "18.3 Disadvantages of Internet surveys" -- "18.4 Constructing Internet-based surveys" -- "18.5 Ethical issues in Internet-based surveys" -- "18.6 Sampling in Internet-based surveys" -- "18.7 Improving response rates in Internet surveys" -- "18.8 Technological advances" -- "19 Case studies" -- "19.1 What is a case study?" -- "19.2 Types of case study" -- "19.3 Advantages and disadvantages of case study" -- "19.4 Generalization in case study" -- "19.5 Reliability and validity in case studies" -- "19.6 Planning a case study" -- "19.7 Case study design and methodology" -- "19.8 Sampling in case studies" -- "19.9 Data in case studies This rewritten, expanded and updated 8th edition of the long-running bestseller Research Methods in Education is the most comprehensive and accessible introductory text in the field. Thoroughly updated with nine new chapters, this new edition offers rich practical advice underpinned by clear, theoretical foundations.