TY  - BOOK
AU  - Cohen,Louis
AU  - Manion,Lawrence
AU  - Morrison,Keith
TI  - Research methods in education
SN  - 1138209864
PY  - 2018///
CY  - London, New York
PB  - Routledge
KW  - Education
KW  - Research
KW  - Great Britain
KW  - sears
N1  - Includes bibliographical references and index; Includes bibliographical references and index; 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-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 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 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 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 ""7.2 Ethical principles and the nature of ethics in educational research
N2  - 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
UR  - https://drive.google.com/file/d/1FaDKo8o6gDSVtOwng9S2m3FUcMf1mBtz/view?usp=sharing
ER  -