(Ebook PDF) Foundations for Research 1st edition by Kathleen deMarrais, Stephen Lapan isbn 9781135656058 1135656053 full chapters

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ISBN 10: 1135656053

ISBN 11: 9781135656058

Author: Kathleen B. deMarrais, Stephen D. Lapan

Designed for introductory research courses in the professional fields and social sciences, this text acquaints students and beginning researchers with a broad view of research methodologies and an understanding of the assumptions that inform each of these approaches. More experienced researchers will also find the book useful in acquainting them with methodologies and theoretical frameworks that are new to them.

The text is distinguished by its avoidance of using the discreet categories of qualitative and quantitative methods to organize the chapters. While some chapter authors rely more on one or the other, many employ multiple methodologies to investigate particular problems and questions. Further, the book is not organized into single, contradictory positivist-interpretivist categories of research; chapter authors often situate methodologies within a variety of, and sometimes multiple, theoretical positions, particularly as these approaches are shaped by the historical context of social science research.

Focus points in Foundations for Research: Methods of Inquiry in Education and the Social Sciences:
*research ethics.
*intertwined relationship of theory and research design.
*systematic examination of ways to design and implement high-quality, trustworthy research across varying research designs.
*specific methods for implementing research within various frameworks.
*pedagogical strategies.

Table of Contents:

• 1: Introduction
• A Note About Methodology and Method
• Key Themes and Concepts of the Book
• 2: Being Vulnerable and Being Ethical With/in Research
• Considering Ethics
• Being Vulnerable
• Being Ethical
• Further Implications of Vulnerability and Ethics in Research
• Conclusions
• 3: Historical Research
• Historiography
• The History of Education as a Field
• Writing History: Questions, Theories, and Arguments
• Conclusions
• 4: Qualitative Interview Studies: Learning Through Experience
• What is an Interview?
• Designing a Qualitative Interview Study
• Phases of the Interview Process
• Relationships Between Researchers and Participants
• Elements of a “Good” Interview
• Conclusions
• 5: Owning Significance: The Critical Incident Technique in Research
• Development of the Critical Incident Technique
• Advantages and Disadvantages of the Critical Incident Technique
• Uses of the Critical Incident Technique
• Research Assumptions: Ontology, Epistemology, and Methodology
• Critical Incident Technique—A Brief Example
• Conclusions
• 6: Focus Groups: More Than a Method of Qualitative Inquiry
• The Evolution of Focus Group Applications in Marketing and Social Science
• Strengths and Limitations of the Focus Group Method
• Additional Practical Consideration in Conducting Focus Group Research
• Conclusions
• 7: Exploring Life and Experience Through Narrative Inquiry
• Understanding Narrative Inquiry: What it is and what it Does
• Engaging in Narrative Inquiry
• Conclusions
• 8: Enjoining Positionality and Power in Narrative Work: Balancing Contentious and Modulating Forces
• Narratives as a Way of Communicating and Knowing
• The Dynamics and Dimensions of the “Other”
• Negotiating Power in “Othering”
• Researching Within Cultural Boundaries
• Researching Across Cultural Boundaries
• Conclusions
• 9: Ethnomethodological and Conversation Analytic Studies
• Background
• “Straight-Ahead” and “Applied” Ethnomethodological Studies
• Ethnomethodology in Education
• Conversation Analysis
• The Practice of Conversation Analysis
• Conclusions
• Notes
• 10: Fieldwork Traditions: Ethnography and Participant Observation
• What is Fieldwork?
• How Do I Do it?
• 11: Reinscribing Critique in Educational Ethnography: Critical and Postcritical Ethnography
• What is Critical Ethnography?
• Conclusions
• 12: Critical Inquiry in Qualitative Research: Feminist and Poststructural Perspectives: Science “After Truth”
• Critical Inquiry: Paradigmatic Assumptions
• Critical Inquiry: Methodological Assumptions
• Characteristics of Critical Research Designs: Feminist Poststructural Exemplars
• Conclusions
• 13: Case Study Research
• A Case Study Example
• Conducting a Case Study
• 14: Evaluation Studies
• Background
• Qualitative Versus Quantitative Evaluation
• Acknowledgments
• Evaluation Resources
• 15: Participatory Evaluation
• Definition
• Rationales
• Empowerment
• Discussion
• Implications
• Conclusions
• Acknowledgment
• 16: Multimethods Research
• Methods: Their Origins and Assumptions
• Guidelines for Conducting Inquiry
• Purposes and Potential Benefits and Problems with Multimethods Research
• Conclusions
• Acknowledgments
• 17: Survey Research
• What is Survey Research?
• Conclusions
• 18: Single-Subject Experimental Research: An Overview for Practitioners
• The Origins of Single-Subject Research
• The Aim of Single-Subject Experimental Research
• Components and Procedures of Single-Subject Experimental Research
• Analysis and Interpretation of the Data
• Supplemental Data Evaluation—Statistical Evaluation
• Acknowledgments
• 19: Experimental Research to Inform Educational Policy
• What is an Experiment?
• Experimental Designs and Their Validity
• Threats Not Controlled by Random Assignment
• The Ethics of Educational Experiments
• Randomized Experiments and Educational Policy
• Conclusions
• Acknowledgments
• 20: Using Multiple Methodologies: The Case of Retention in Chicago
• Author’s Introduction
• Retention in Chicago
• Retention and Promotion Decisions
• The Program Offered to Retained Students
• Retention in Other Developed Countries
• The Climate of the Times
• Critical Next Steps

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