Fundamentals of Educational Research

Fundamentals of Educational Research

Fundamentals of Educational Research

Fundamentals of Educational Research

Synopsis

Fundamentals of Educational Researchsucceeds in cutting through the complexities of research to give the novice reader a sound basis to define, develop, and conduct study, while providing insights for even the accomplished reader.
This best-selling book is of value to all social researchers, but in particular to upper-level undergraduate and graduate students as well as researchers employed in private industry, management and government agencies. Anderson discusses the research process and offers a wealth of information on how to define a research problem, plan a study, develop a research framework, collect the data, analyse it and write it into a credible paper or thesis. He has captured the essential components of the research process in a book that balances the quantitative and qualitative perspectives through both the academic and consulting research traditions.

Excerpt

In my view, the main reason to write a book is to say something new and to add value to what has already been said. This book is a sequel to a book I published in 1990, Fundamentals of Educational Research. The reactions to that book were mostly positive-I should say they were positive from those who really counted: the students learning about research. Some of my peers were less charitable as they seemed not to appreciate my attempts to make complex matters simple. The students, however, were the significant group to me, and I soon learned that there was a vigorous trade for the text by students and practicing researchers that endorsed a competitive, reader-friendly reference. They found Fundamentals more relevant to their needs and indicated that it was a useful and helpful book as they struggled to learn about research. They particularly appreciated the short length of the chapters that enable a beginner to cover a topic in one sitting. However, some students have progressed beyond the basic text and are ready for a slightly more advanced treatment of similar concepts. They are the audience for this book.

The second edition of Fundamentals of Educational Research has benefitted from the inquisitive world of graduate students at McGill University. Dealing with students is a good way to clarify one's thinking. I might know what methods to use, know what research questions to ask, know how to proceed towards the answers, but my students do not. Being uncontaminated by the social niceties of academe, they have little hesitation in admitting that they don't have a clue what I am talking about. So, as a teacher, I start over with new examples, alternate explanations and additional footnotes. If they see the light, then I am pleased and write a new page of notes to be used next year. If they do not, then I try again and search for new ways of clarifying a point. Additionally, the research world has evolved, qualitative methodologies have gained acceptance, and to remain current, over the past few years I developed handouts to give to my students to supplement Fundamentals. These resources ultimately grew into a large enough workbook that I had sufficient new material to justify a more advanced book.

Like my students, I am also a learner. I learn through reflection and dialogue with colleagues, by engaging in new and challenging research endeavors, and by trying new things in new circumstances. In so doing I develop new examples and illustrations of basic concepts. Over the past half dozen years, with my colleagues, I have conducted many research studies all over the world, and I have learned a great deal in doing so. The scope of the research includes case studies of girl child education in six countries in Africa, an analysis of human rights cases in the United

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.