Educational Research Methods University of Southampton南安普敦大学教育研究方法.pptVIP

Educational Research Methods Aims: You should be able to devise a suitable research question; locate research questions and methods in terms of research design; search for relevant background information; start to identify data collection methods Asking research questions Identify three research questions you would be interested in answering Types of questions What .. Which … Where… ? Why …. ? How ….? Descriptive Exploratory Interpretive Research paradigmsA B Traditional, Positivist, Scientific Experimental Prescriptive Reductionist Autocratic, privileged Detached, ‘objective’ Non-traditional Artistic Naturalistic Descriptive Holistic Democratic, participative, ‘self’ Type A research Assumptions: natural science - predictable and measurable relationships Aims: Measure differences, controlling variables Theory comes before doing the research Strengths: Definable outcomes which can lead to practical action. Generalisable findings Weaknesses: Validity in relation to complex human behaviour Type B research Assumptions: Social science - people not objects? Aims: understand meanings - describe concepts; suggest relationships No regularities - theory emerges from evidence Strengths: Rich understanding Hypotheses and theories ground in real world Weaknesses: Not usually generalisable Intensive and time consuming Action Research Plan Re-plan Act Evaluate Reflect Practitioner research Advantages Experience of context Insight into situation Easy access Personal relationships Insight might help research design Familiarity Possible problems Preconceptions Not open-minded Constraints as insider Personal relationships Status as ‘insider’ researcher Familiarity Literature search What is already known about: the topic; the principles behind the research question; the specific question. Data collection methods Observation Interview; focus group Questionnaire Tests Bibliography Bell, J (1987) Doing your research project: A guide fo