Research Methods in Education

By Louis Cohen; Lawrence Manion et al. | Go to book overview
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Introduction
It is six years since the fourth edition of Research Methods in Education was published and we are indebted to RoutledgeFalmer for the opportunity to produce a fifth edition. The book continues to be received very favourably worldwide and we should like to thank reviewers for their constructive comments which have helped in the production of this fifth edition. In particular, this has led to the substantial increase in the coverage of qualitative approaches to educational research, which has resulted in a fairer balance to the book. This new edition constitutes the largest reshaping of the book to date, and includes a reorganization of the material into five parts that catch the range of issues in planning educational research: (a) the context of educational research; (b) planning educational research; (c) styles of educational research; (d) strategies for data collection and researching; (e) recent developments in educational research. Much of the material from the previous editions has been relocated within these five parts to make them more accessible to the reader, and the careful titling of chapters is designed to increase this accessibility. Within these main parts the book includes considerable additional material to give this edition greater balance and coverage, and to provide examples and greater practical guidance for those who are planning and conducting educational research. This edition includes, also, guidance on data analysis within both qualitative and quantitative approaches, and issues in reporting research. In particular the following are included: Part One:
additional material on interpretive, ethnographic, interactionist, phenomenological and qualitative perspectives;
additional material on curricular and evaluative research;
new material on critical perspectives on educational research, including ideology critique from Habermas and the Frankfurt School, and feminist perspectives;
new material on research, politics and policy-making.
Part Two:
an entirely new part that is designed to assist novice researchers to design and conduct educational research, from its earliest stages to its completion. It is envisaged that this part will be particularly useful for higher education students who are undertaking educational research as part of their course requirements.
Part Three:
considerable new material on naturalistic, qualitative and ethnographic approaches, including critical ethnographies;
additional material on action research, aligning it to the critical approaches set out in Part One;
new material and chapters on sampling, reliability and validity, including qualitative approaches to educational research;
additional explanations of frequently used concepts in quantitative educational research, for example statistical significance, correlations, regression, curvilinearity, and an indication of particular statistics to use for data analysis;
new and additional material on event-history analysis, meta-analysis and multilevel modelling;
an introduction to Nominal Group Technique and Delphi techniques;
additional material on case study planning and implementation;
additional material on data analysis for qualitative data, e.g. content analysis and coding,

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