Practitioner-Based Enquiry: Principles for Postgraduate Research

By Louis Murray; Brenda Lawrence | Go to book overview

Illustrations

Tables
4.1 Constructs representing normatively produced constraints on Queensland State high schools 107
5.1 Scores for five geography students on an objective test 132
6.1 Selected characteristics of eight (8) deputy heads of public sector junior schools in the south of England 166
6.2 Teacher responses to selected opinion statements on school life—by sex 167
6.3 Frequency table for 15 sub-categories of the variable ‘Highest Educational Qualification’ for 2540 respondents 171
6.4 An example of an SPSS numerical data file 176
6.5 The descriptive characteristics of an SPSS data file 177
6.6 A selection of typical student comments on aspects of school life—by year group and sex 184

Figures
2.1 Educational research as hybrid enquiry process 23
2.2 Orienting theoretical model: plausible sources of influence on the in-school behaviour of teachers and students 39
4.1 Opinion inventory 97
4.2 An expressive event sequence in a mathematics class—Year 12 118
6.1 School A organization 163
6.2 School B organization 164
6.3 School C organization 165
6.4 Representation as a bar chart 172
6.5 Representation as a pie chart 172
6.6 A typical citation/reference record card 189
6.7 Abstracts for a PBE 195

-ix-

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Practitioner-Based Enquiry: Principles for Postgraduate Research
Table of contents

Table of contents

  • Title Page v
  • Contents vii
  • Illustrations ix
  • Series Editor’s Preface xi
  • Acknowledgments xiii
  • Introduction 1
  • 1 - What Is Practitioner-Based Enquiry? 4
  • 2 - The Basis of Critique of Practitioner-Based Enquiry 18
  • 3 - Opening the Tool Bag 42
  • 4 - ’Ologies and Analogies 70
  • 5 - Contriving Methodology 123
  • 6 - Analysing and Writing— Writing and Analysing 161
  • 7 - Making a Difference 196
  • Appendix 1 217
  • Appendix 2 219
  • Appendix 3 224
  • Appendix 4 225
  • References 230
  • Index 236
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