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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