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Educational Research

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Table of Contents

PART A: THINKING RESEARCH1. `Seeing' research What is research? Why do it? Contexts of formal research2. What does research entail? Some philosophical considerations Some responsibilities Defining the key terms3. Research and the practitioner Practitioners as researchers Researching practice Three approaches to research The underpinning significance of human experience4. Methodologies and methods Descriptive and interpretive research Interventionist methodologies-bringing about change through research Blended methodologies-for description, interpretation and ongoing change Mixed methodologies Meta-researchPostscript to Part A: A warning Epilogue to Part A: The agony column Part 1-Getting startedPART B: DOING RESEARCH5. Making a start Starting points Developing the proposal or submission Ethics approval6. The literature Accessing the literature Making a start How to read Documenting the literature The internet and other sources7. Dealing with data Collecting and generating data Negative data and silent voices Background data Participant data Experimental data Documenting data8. Data analysis and synthesis A note of encouragement Preparing the ground for analysis Analysis in action Analysis after action Analysing the data-quantitative Analysing the data-qualitative Mediating and mediated data Data synthesis9. Reporting research Planning your report Aesthetics and style Dynamic reporting Publishing researchPostscript to Part B: A valediction Epilogue to Part B: The agony column Part 2-Getting it done

About the Author

John O'Toole Honorary Professor, School of Education, Griffith University David Beckett Associate Professor and Deputy Dean, Melbourne Graduate School of Education, University of Melbourne

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