Table of Contents

Introduction: Passionate enquiries

Part 1: Getting Started
1. Research Paradigms and Approaches: Choosing models and traditions
2. Designing the Project: Preparing the groundwork
3. Issues in Research: Moral, authentic and trustworthy investigations

Part 2: Gathering Data
4. Questionnaires: The strength of numbers
5. Interviews: The beauty of verbal interaction
6. Observation: The charm of gathering data in situ
7. Documents: Exploiting records of social phenomena

Part 3: Making Sense of Data
8. Quantitative Data Analysis: Seeking breadth and generalisability
9. Qualitative Data Analysis: Achieving depth and richness
10. Writing Up: The potency of written argument

References
Index

Promotional Information

Providing a logical, step-by-step approach to educational research, this handbook is the ideal companion for students embarking on a research project for the first time.

About the Author

Tehmina N Basit is Professor of Education and Director of the Institute for Education Policy
Research at the University of Staffordshire, UK

Reviews

‘Provides a fresh and lively approach to issues of undertaking diverse studies across a broad spectrum. It raises questions and challenges students to think and consider moral questions too.' Professor Miriam David, Institute of Education, University of London, UK

‘This is a thoughtful, accessible, 'no-nonsense' guide to educational research written for the novice researcher. Research supervisors should point their candidates towards this helpful 'one-stop' shop for good practical ideas on conducting robust educational research.' Professor Richard James, University of Melbourne, Australia

‘Where was this book during the last five years when I was working with so many educational professionals on their dissertations? We could have used this book! The step-by-step process outlines are clear for people new to research and accurately reflect the best of research theory. This text would also be an excellent "on the shelf" immediate reference for educators who want to conduct on site research in their schools and classrooms after they have finished their theses and dissertations.' Diane Dunlap, Adjunct Professor in the Department of Educational Leadership, University of Oregon, USA

Reviewed in Teacher Development.