Tuesday, August 12, 2014

Research Methods in Education (Metodologi Penelitian dalam Pendidikan) Edisi ke 6






Research Methods in Education (Metodologi Penelitian dalam Pendidikan) Edisi ke 6

Buku ini diterbitkan pertama kali Tahun 2007  Oleh Routladge, Taylor & Francis Group, London. Buku ini merupakan buku edisi ke 6.





Judul:   Research Methods in Education (Metodologi Penelitian dalam Pendidikan) Edisi ke 6
Oleh: Louis Cohen, etal
Penerbit: Routladge, Taylor & Francis Group, London.
Tahun: 2007
Jumlah Halaman: 657 hal.


Pengarang:
Louis Cohen adalah Profesor Emeritus Pendidikan di Loughborough University, Inggris.
Lawrence Manion adalah mantan Dosen Kepala Sekolah di Musik di Didsbury School of Education, Manchester, Metropolitan University, Inggris.
Keith Morrison adalah Profesor Pendidikan di Inter-Universitas Institut Macau dan sebelumnya Senior
Dosen Pendidikan di Universitas Durham, Inggris.

Lingkup Pembahasan:

Buku ini diterima dan sangat menguntungkan di seluruh dunia dan merupakan teks standar untuk berbagai kursus-kursus metode penelitian.
Edisi keenam berisi banyak materi baru, termasuk bagian yang sama sekali baru pada analisis data. Isi buku ini sekarang mencakup semua tahap penelitian pendidikan, mulai dari perencanaan dan desain, melalui pengumpulan data untuk analisis data dan pelaporan. Sementara tetap mempertahankan fitur terbaik dari edisi sebelumnya, pembentukan kembali itu, memperbarui dan tambahan baru dilakukan untuk volume baru ini. Artinya  buku ini mencakup penyebaran yang lebih besar dari masalah daripada edisi sebelumnya. Secara khusus,  materi baru berikut telah disertakan:
Bagian Satu:
    -    teori feminis
    -      teori kompleksitas dan penelitian pendidikan.
Bagian Dua:
    -      kode etik dan tanggung jawab untuk sponsor dan komunitas riset
    -      informed consent dan penipuan
    -      sampling, tingkat kepercayaan dan keyakinan  interval, bersama-sama dengan perhitungan ukuran
           sampel
    -      bab baru pada perencanaan dan  melakukan penelitian pendidikan sensitif,       
           termasuk meneliti orang-orang kuat.
Bagian Tiga:
    -     cakupan lebih lanjut penelitian dokumenter
    -     pos, wawancara dan telepon survei
    -     bab yang sama sekali baru pada penelitian berbasis internet dan penggunaan komputer, meliputi
          survei Internet, percobaan, wawancara, desain kuesioner, evaluasi situs web, mencari bahan,
          simulasi komputer, dan Sistem Informasi Geografis
    -    Variasi memperluas cakupan penelitian eksperimental, yang mencerminkan
          kebangkitan kepentingan dalam metode ini dalam pendidikan berbasis bukti.
Bagian Keempat:
    -    cakupan yang lebih rinci desain kuesioner  dan administrasi, dengan panduan
    -     mewawancarai anak-anak dan telepon wawancara.
Bagian Lima:
    -     bagian yang sama sekali baru, yang berisi lima bab baru, meliputi kualitatif dan kuantitatif
          analisis data
    -     bagaimana melakukan analisis isi
    -     grounded theory dan 'bagaimana melakukannya'
    -     bagaimana menyajikan dan melaporkan data kualitatif
    -     penggunaan komputer dalam analisis data kualitatif
    -     pengantar statistik dan statistik konsep
    -     hipotesis dan bagaimana untuk mengujinya
    -     variabel dan bagaimana untuk menangani mereka
    -     efek ukuran dan bagaimana menghitung dan menafsirkan
    -     'saran' praktis saran untuk pemula peneliti, untuk memilih statistik dan  bagaimana             
          menggunakannya,  dari statistik sederhana analisis faktor tingkat tinggi dan beberapa regresi, dan
          dari deskriptif untuk inferensial statistik.
    -    saran tentang cara untuk memilih statistik yang tepat,  dengan grafik dan diagram untuk
          memudahkan pilihan
    -     bagaimana untuk menghindari memilih statistik yang salah, dan  apa asumsi utama yang
          mendasari jenis statistik
    -     banyak contoh statistik dan bagaimana menafsirkannya, dengan contoh-contoh bekerja yang
          menggunakan SPSS output dan pengolahan (Paket Statistik untuk Ilmu Sosial (SPSS) adalah
         paling banyak digunakan paket statistik dalam ilmu-ilmu sosial).


Daftar Isi:
   
List of boxes xiii
Acknowledgements xvii
Introduction 1
Part 1  The context of educational research
1     The nature of inquiry – Setting the field
    Introduction 5
    The search for truth 5
    Two conceptions of social reality 7
    Positivism 9
    The assumptions and nature of science 11
    The tools of science 14
    The scientific method 15
    Criticisms of positivism and the scientific method 17
    Alternatives to positivistic social science: naturalistic approaches 19
    A question of terminology: the normative and interpretive paradigms 21
    Phenomenology, ethnomethodology and symbolic interactionism 22
    Criticisms of the naturalistic and interpretive approaches 25
    Critical theory and critical educational research 26
    Criticisms of approaches from critical theory 29
    Critical theory and curriculum research 30
    A summary of the three paradigms 32
    The emerging paradigm of complexity theory 33
    Feminist research 34
    Research and evaluation 41
    Research, politics and policy-making 46
    Methods and methodology 47

Part 2  Planning educational research
2  Theethicsofeducationalandsocial research

    Introduction 51
    Informed consent 52
    Access and acceptance 55
    The field of ethics 58
    Sources of tension 58
    Voices of experience 61
    Ethical dilemmas 62
    Ethics and research methods in education 69
    Ethics and evaluative research 70
    Research and regulation: ethical codes and review 71
    Sponsored research 74
    Responsibilities to the research community 75
    Conclusion 75
3  Planningeducationalresearch
    Introduction 78
    A framework for planning research 78
    A planningmatrix for research 87
    Managing the planning of research 93
    A worked example 95
    Conclusion 98
4  Sampling
    Introduction 100
    The sample size 101
    Sampling error 106
    The representativeness of the sample 108
    The access to the sample 109
    The sampling strategy to be used 110
    Probability samples 110
    Non-probability samples 113
    Planning a sampling strategy 117
    Conclusion 117
5  Sensitiveeducationalresearch
    What is sensitive research? 119
    Sampling and access 121
    Ethical issues in sensitive research 124
    Researching powerful people 127
    Asking questions 130
    Conclusion 131
6  Validityandreliability
    Defining validity 133
    Triangulation 141
    Ensuring validity 144
    Reliability in quantitative research 146
    Reliability in qualitative research 148
    Validity and reliability in interviews 150
    Validity and reliability in experiments 155
    Validity and reliability in questionnaires 157
    Validity and reliability in observations 158
    Validity and reliability in tests 159
    Validity and reliability in life histories 164

Part 3 Styles of educational research
7     Naturalisticandethnographicresearch

    Elements of naturalistic inquiry 167
    Planning naturalistic research 171
    Critical ethnography 186
    Some problems with ethnographic and naturalistic approaches 188
8  Historicalanddocumentaryresearch
    Introduction 191
    Choice of subject 192
    Data collection 193
    Evaluation 194
    Writing the research report 195
    The use of quantitative methods 197
    Life histories 198
    Documentary research 201
9  Surveys,longitudinal,cross-sectional and trend studies
    Introduction 205
    Some preliminary considerations 207
    Planning a survey 208
    Survey sampling 211
    Longitudinal, cross-sectional and trend studies 211
    Strengths and weaknesses of longitudinal, cohort and cross-sectional studies 214
    Postal, interview and telephone surveys 218
    Event history analysis 224

10     Internet-based research and computer usage
    Introduction 226
    Internet-based surveys 226
    Internet-based experiments 239
    Internet-based interviews 241
    Searching for research materials on the Internet 242
    Evaluating web sites 244
    Computer simulations 245
    Geographical Information Systems 251
11     Case studies
    What is a case study? 253
    Examples of kinds of case study 258
    Why participant observation? 260
    Recording observations 260
    Planning a case study 261
    Writing up a case study 262
    Conclusion 263
12     Ex post facto research
    Introduction 264
    Co-relational and criterion groups designs 265
    Characteristics of ex post facto research 266
    Occasions when appropriate 268
    Advantages and disadvantages of ex post facto research 268
    Designing an ex post facto investigation 269
    Procedures in ex post facto research 270
13     Experiments, quasi-experiments, single-case research and meta-analysis
    Introduction 272
    Designs in educational experimentation 274
    True experimental designs 275
    A quasi-experimental design: the non-equivalent control group design 282
    Single-case research: ABAB design 284
    Procedures in conducting experimental research 285
    Examples from educational research 287
    Evidence-based educational research and meta-analysis 289
14     Action research
    Introduction 297
    Defining action research 297
    Principles and characteristics of action research 299
    Action research as critical praxis 302
    Procedures for action research 304
    Reflexivity in action research 310
    Some practical and theoretical matters 311
    Conclusion 312

Part 4     Strategies for data collection and researching
15     Questionnaires

    Introduction 317
    Ethical issues 317
    Approaching the planning of a questionnaire 318
    Types of questionnaire items 321
    Asking sensitive questions 333
    Avoiding pitfalls in question writing 334
    Sequencing the questions 336
    Questionnaires containing few verbal items 337
    The layout of the questionnaire 338
    Covering letters or sheets and follow-up letters 339
    Piloting the questionnaire 341
    Practical considerations in questionnaire design 342
    Administering questionnaires 344
    Processing questionnaire data 346
16     Interviews
    Introduction 349
    Conceptions of the interview 349
    Purposes of the interview 351
        Types of interview 352
    Planning interview-based research procedures 356
    Group interviewing 373
    Interviewing children 374
    Focus groups 376
    The non-directive interview and the focused interview 377
    Telephone interviewing 379
    Ethical issues in interviewing 382
17     Accounts
    Introduction 384
    The ethogenic approach 384
    Characteristics of accounts and episodes 384
    Procedures in eliciting, analysing and authenticating accounts: an example 385
    Network analyses of qualitative data 388
    What makes a good network? 388
    Discourse analysis 389
    Analysing social episodes 391
    Account gathering in educational research: an example 391
    Problems in gathering and analyzing accounts 392
    Strengths of the ethogenic approach 393
    A note on stories 394
18     Observation
    Introduction 396
    Structured observation 398
    Critical incidents 404
    Naturalistic and participant observation 404
    Natural and artificial settings for observation 408
    Ethical considerations 408
    Some cautionary comments 410
    Conclusion 412
19     Tests
    Introduction 414
    What are we testing? 414
    Parametric and non-parametric tests 414
    Norm-referenced, criterion-referenced and domain-referenced tests 415
    Commercially produced tests and researcher-produced tests 416
    Constructing a test 418
    Devising a pretest and post-test 432
    Reliability and validity of tests 432
    Ethical issues in preparing for tests 432
    Computerized adaptive testing 433
20     Personal constructs
    Introduction 435
    Characteristics of the method 435
    ‘Elicited’ versus ‘provided’ constructs 436
    Allotting elements to constructs 437
    Laddering and pyramid constructions 439
    Grid administration and analysis 439
    Procedures in grid administration 439
    Procedures in grid analysis 439
    Strengths of repertory grid technique 442
    Difficulties in the use of repertory grid technique 442
    Some examples of the use of repertory grid in educational research 443
    Grid technique and audio/video lesson recording 445
    Focused grids, non-verbal grids, exchange grids and sociogrids 446
21     Role-playing
    Introduction 448
    Role-playing versus deception: the argument 450
    Role-playing versus deception: the evidence 451
    Role-playing in educational settings 452
    The uses of role-playing 452
    Strengths and weaknesses of role-playing
    and other simulation exercises 455
    Role-playing in an educational setting: an example 455
    Evaluating role-playing and other simulation exercises 456

Part 5  Data analysis
22     Approaches to qualitative data analysis

    Introduction 461
    Tabulating data 463
    Five ways of organizing and presenting data analysis 467
    Systematic approaches to data analysis 469
    Methodological tools for analyzing qualitative data 473
23     Content analysis and grounded theory
    Introduction 475
    What is content analysis? 475
    How does content analysis work? 476
    A worked example of content analysis 483
    Computer usage in content analysis 487
    Reliability in content analysis 490
    Grounded theory 491
    Interpretation in qualitative data
    analysis: multilayered texts 495
24     Quantitative data analysis
    Introduction 501
    Scales of data 502
    Parametric and non-parametric data 503
    Descriptive and inferential statistics 503
    One-tailed and two-tailed tests 504
    Dependent and independent variables 504
    Reliability 506
    Exploratory data analysis: frequencies, percentages and cross-tabulations 506
    Statistical significance 515
    Hypothesis testing 519
    Effect size 520
    The chi-square test 525
    Degrees of freedom 527
    Measuring association 528
    Regression analysis 536
    Measures of difference between groups and means 542
25     Multidimensional measurement and factor analysis
    Introduction 559
    Elementary linkage analysis: an example 559
    Factor analysis 560
    Factor analysis: an example 570
    Examples of studies using multidimensional scaling and cluster analysis 576
    Multidimensional data: some words on notation 579
    Multilevel modelling 583
    Cluster analysis 584
26     Choosing a statistical test
    How many samples? 586
    Assumptions of tests 591
    Notes 593

Bibliography 599
Index 633



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