Foundations for Research Methods of Inquiry in Education and the Social Sciences 1st Edition by Kathleen Demarrais, Stephen Lapan 0805836500 9780805836509

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ISBN 10: 0805836500

ISBN 13: 9780805836509

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.

Foundations for Research Methods of Inquiry in Education and the Social Sciences 1st 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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