Key Ideas in Educational Research

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A&C Black, 2006 - Education - 302 pages
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It is easy for newcomers to educational research to be confused by the wide range of terms used in the field and consequently for them to find it challenging to relate such terms to their own research and practice. This comprehensive guide consists of 120 concise but illuminative essays providing:

- an explanation and definition of the term
- alternative explanations and definitions of the term
- the context in which it is used by educational researchers
- exemplars as to how the term is used and used be used in practice
- references to further literature
- cross-references to other terms in the book.
 

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Contents

1 Abduction
1
2 Access
2
3 Action Research
4
4 Agency
8
5 Alignment
9
6 Antiracism
11
7 Assessment
14
8 BiographyAutobiography
15
63 Media
150
64 Method
152
65 Methodology
153
66 Mixed Methods
155
67 Narrative
159
68 Naturalistic Observation
162
69 Nomothetic Statements
164
70 Objectivity
165

9 Case Study
17
10 Categorization
22
11 Causation
25
12 Childhood Research
27
13 Closed and Open Systems
30
14 Coding
31
15 Comparative Research
34
16 Content Analysis
37
17 Conversation Analysis
38
18 Correlational Research
41
19 Critical Discourse Analysis
42
20 Critical Incidents
44
21 Critical Realism
46
22 Critical Theory
47
23 Culture
49
24 Data Display
52
25 Data Reduction
53
26 Deconstruction
55
27 Deduction
57
28 Design
58
29 Determinism
61
30 Diaries
63
31 Discourse
67
32 Dissemination
68
33 Distribution
74
34 Documentary Research
75
35 Emotionalism
79
36 Empiricism
81
37 Empowerment
82
38 EpistemologyOntology
85
39 Ethics
87
40 Ethnography
89
41 Ethnomethodology
93
42 Evaluation
95
43 Evidencebased Practice
102
44 Experiment
103
45 Fallacies
105
46 Fallibility
106
47 Feminist Research
108
48 Focus Groups
112
49 Gender
115
50 Generalization
118
51 Grounded Theory
119
52 Hermeneutics
123
53 Historical Research
125
54 Ideal Speech Situation
128
55 Induction
129
56 Interpretivism
131
57 Interview
133
58 Life History
137
59 Linguistic Discourse Analysis
140
60 Literature Review
141
61 Longitudinal Observation Studies
146
62 Mathematical Modelling
148
71 Observation
167
72 Paradigm
169
73 Phenomenology
171
74 Plagiarism
172
75 Positivism
173
76 Postmodernism
175
77 Power
177
78 Prediction
179
79 Publishing
181
80 Qualitative Research
182
81 Quantitative Research
185
82 Questionnaire
189
83 Realism
193
84 Reductionism
195
85 Refereeing
197
86 Referencing Systems
199
87 Reflexivity
201
88 Regression Analysis
203
89 Relativism
205
90 Relevance
207
91 Reliability
208
92 Replication
210
93 Representativeness
211
94 Research Assessment Exercise
212
95 Research Community
214
96 Respondent Validation
215
97 Retroduction
217
98 Sampling
218
99 Social Constructionism
222
100 Statistics
224
101 Strategy
225
102 StructuralismPoststructuralism
227
103 Structure
228
104 Subjectivity
230
105 Survey
232
106 Symbolic Interactionism
239
107 Systematic Observation
241
108 Telephone Interviews
243
109 Tests
245
110 Textuality
247
111 Transferability
250
112 Triangulation
251
113 Validity
253
114 Valueadded
255
115 Values
256
116 Variable Analysis
258
117 Virtual Research
260
118 Writing
263
119 Writing for Academic Purposes
270
120 Writing as Representation
273
References
277
Author Index
291
Subject Index
296
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About the author (2006)

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. Marlene Morrison is Professor of Education at Oxford Brookes University, UK.

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