032 Module Handbook 2013 v2

Graduate School of Education Doctor of Education (EdD) Core Module

EEDD032 Doing and Using Educational Research
MODULE HANDBOOK 20013/2014

CON EN S
!age

he "odule #EEDD$%&' Doing and Using Educational Research(
Purpose………………………………………………………………………………… Learning/teac ing !et ods …………………………………………………………" Module co!ponents …………………………………………………………………" #i!eta$le ………………………………………………………………………………

%
3 3 4 %

Learning Outco"es ))))))))))))))))))))) eaching Staff ))))))))))))))))))))))))-Assess"ent )))))))))))))))))))))))))--&or!ati'e (ssign!ent 1 ) 2 (optional) for *E+E,-C. /E+ ) EdPs0c /u!!ati'e (ssign!ent *E+E,-C. /E+ ) EdPs0c ……………………………" /u!!ati'e (ssign!ent #E/1L……………………………………………………"" /u$!ission details (all)………………………………………………………………" (ssess!ent criteria …………………………………………………………………"

*+, .+/ 0$
10 11 12213 14 1%

Su""er School !rogra""e ))))))))))))))))))3or4s op 1 5 &or!ulating ,esearc 6uestions…………………………………"" 3or4s op 2 5 /ur'e0s ) 6uantitati'e Data (nal0sis ……………………"""""""""" 3or4s op 3 5 (ddressing -ssues of 9:oice9 in ,esearc """""""""""""""""""""""""""""""""" 3or4s op 4 5 *enerating <ualitati'e data""""""""""""""""""""""""""""""""""""""""""""""""""""""""" 3or4s op % 5 6ualitati'e Data (nal0sis …………………………………""……… 3or4s op 7 5 1$ser'ations and Et nograp ic ,esearc ………………""……"" /pecialist 1ptions 8 """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

0*
17 18 1; 1= 20 21 22

3or4s op ; 5 /t0les and presentation of t e Doctoral # esis…………………""… 28 3or4s op = 5 Considering (ssign!ents………………………………………""""""""" 2;

1urther Reading ))))))))))))))))))))))))- &/
*eneral and$oo4s/introductions…………………………………………………"" ,esearc !et ods and researc designs………………………………………… Data (nal0sis………………………………………………………………………… (pplied Linguistics. #E/1L. #E&L …………………………………………………"" 3e$sites/>ournals………………………………………………………………""" 2= 2=230 31 32233 34

2

HE MODULE
#EEDD$%&' Doing and Using Educational Research(

!ur2ose
The Doing and Using Educational Research module aims to provide an introduction to (a) research design and methodologies and the implications of various methods of data collection and data analysis in educational contexts; and (b) support you in developing your own research proposal or in presenting and disseminating your own research findings The aims of this module are! • • • • to introduce you to different research designs and methodologies; to inform you about various educational data collection methods; to introduce you to different ways of data analysis; to engage you in considering the application of these to your own professional context and the development of your own piece of research

The module will enable you to! • develop a critical understanding of" and familiarity with s#ills re$uired in collecting $ualitative and $uantitative data by a variety of means such as $uestionnaires" surveys" interviews and narrative en$uiry" observations and documentary analysis; • further your #nowledge of analysing $ualitative and $uantitative data using a range of methods including manual techni$ues and computer pac#ages; • start %translating& your professional experiences and interests into specific research $uestions and the design of your own research pro'ect

Learning 3 eaching Methods
This module is designed to underpin the wor# of students on each of several pathways within the EdD programme The same comprehensive materials designed to meet the stated aims and intended learning outcomes of the module will be available online for all students to access but students will be encouraged to engage with them in ways that are best suited to the main mode of %delivery& used on the pathways (which varies from intensive wee#ends(study schools to wee#ly meetings) The materials will be explored in" and will complement" face)to)face teaching sessions which will ta#e the form of %wor#shops& which allow hands)on experience as well as peer)discussions facilitated by tutors whose teaching is always informed by their specialist research interests and expertise This will be supplemented by tutorial sessions and support by electronic means and(or telephone" as appropriate" as well as by the provision of written handouts" formative feedbac# on one draft of the assignment" and guidance concerning directed reading and private study

3

Module co"2onents
The module consists of the following five components! 1. Formal face-to-face workshop sessions (July Summer School). There will be a number of wor#shops delivered during the *uly +ummer +chool The content of these wor#shops is described in more detail starting on p ,2. Independent study and own reading around the topics and issues addressed in the module. The entire module is based on the assumption that you are reading widely around the topics and issues so it is essential that you engage not only with the content presented in face)to)face sessions but also that you read widely around these areas to gain an understanding of the diversity of approaches" topics and issues and discussions at sta#e The most convenient way for doing so is to read articles in academic educational 'ournals" both general 'ournals and 'ournals in specific areas of education .e aware that many professional 'ournals only provide summaries of research" but that the research itself will mainly be found in academic 'ournals /any 'ournals can be accessed through the internet 0ou will be given access to Exeter&s electronic library which provides you with access to a number of resources" including the (1orth 2merican(international) educational research database ER34" and E.+45" through which many recent 'ournal articles can be accessed on)line . ! reflecti"e diary 6e recommend that you #eep a reflective diary in which you note your thoughts about educational research principles and practice as you progress during the course This approach will help you articulate your developing research perspective and the purpose of and relevance of your research method so that you can engage in your research with confidence by the time you reach your thesis #. !ssignments GENERIC, SEN and EdPsych pathways: There are two formative assignments (optional) and a two)part summative assignment based on the systematic ac$uisition and understanding of a specialised body of #nowledge and its application to your own professional practice and demonstrating a critical understanding of the module content The assignments are described in detail starting on p ,7 TESOL pathway: There is one summative assignment which consists of two parts 8or part 2 you have to describe a research based study which you have conducted for one of your EdD modules and critically reflect on methodological issues 9art . consists of presenting and critically evaluating a research paper The assignments are described in detail starting on p ,:

4

Timetable 03
WORKSHOPS P!RT TI"E #sta$tin% &'ly 0(3) *+LL TI"E N,!

Formulating $esearch %uestions Sur"eys and %uantitati"e data analysis !ddressing issues of &"oice' in research (enerating %ualitati"e data )ualitati"e data analysis *+ser"ation and ethnographic research Specialist option • !ction $esearch • ,arrati"e $esearch • -iscourse !nalysis • Inter"iewing using hierarchical Focusing Style and presentation of the doctoral thesis

,-(7;(,< (,= 77),> <7) .4,,= ,-(7;(,< (,- 77),; <7) .4,,= ,;(7;(,< (,= 77),> <7).4,,= ,;(7; ,< (,- 77),; <7) .4,,= ,?(7;(,< (,, 77),: <7).4,,= ,?(7;(,< (,= 77),> <7).4,,= ,@(7;(,< (7@ 77),7 <7) .4,,= .4,:@ .4,:? .4:7:

,@(7;(,< (,, 77),: <7).4,:?

CONSI-ERING !SSIGN"ENTS

P!RT TI"E)

*+LL TI"E N,!

1 group-tutorial session generic.sen.edpsych. tesol Feed+ack on formati"e assignment
!SSIGN"ENTS . -eadlines

:7(7;(,< (7@ 77),7 <7) .4,,= :7(7;(,< (,7 77),, 77) T.4 Aia email
P!RT TI"E *+LL TI"E N,!

Assignment 1 (formative) generic.sen.edpsych / suggested0 Assignment 2 (formative) due date for generic.sen.edpsych Assignment 3 (summative) due date generic.sen.edpsych

,-th)::nd December :7,< :,st *anuary :7,=

:?th /arch :7,=

1esol (2r1 cohort from July 2312)0 ,>th 2pril :7,= 9+! There is no formative assignment for the Tesol pathway for this assignment

5

LE!RNING O+TCO"ES
.y the end of this module" you should e a le to!
"/d'le Speci0ic S1ills and 2n/wled%e , : Demonstrate great depth and systematic understanding of methodologies relevant to research in your professional field 2nalyse and manage the implications of ethical dilemmas associated with certain methodological approaches to research in your professional field and to formulate solutions to these /a#e effective use of concepts and methodologies applicable to research in your professional field" in the context of own your research interests Demonstrate an advanced level of critical awareness that enables you to underta#e analysis and manage complexity" incompleteness of data and contradiction in educational contexts Underta#e synthesis of new approaches or existing #nowledge" at a level that can contribute to the development of methodology or understanding in educational contexts Demonstrate a level of conceptual understanding and critical capacity that allows independent evaluation advanced scholarship and methodologies pertaining to educational research" as well as the ability to argue alternative approaches 2ct independently and with originality in solving problems in educational contexts" and be able to lead in planning and implementing tas#s at a professional or e$uivalent level in educational contexts Bead(wor# effectively within a group by clarifying tas#s" managing the capacities of group members" and negotiating and handling conflict with confidence /a#e effective use of a full range of learning resources

<

-iscipline Speci0ic S1ills and 2n/wled%e

=

>

-

;

Pe$s/nal and 2ey T$ans0e$able, Empl/yment S1ills and 2n/wled%e

?

@

,7 4ritically reflect on own and others& ideas and practices in order to improve your practice ,, Underta#e innovative research tas#s competently and independently ,: Demonstrate independence" self)criticality" and the ability to guide and support the learning of others while managing your own continuing professional development ,< 4ommunicate complex or contentious information clearly and effectively to specialists(non)specialists" showing understanding of lac# of understanding in others and acting as a recognised and effective consultant ,= 4ontinue with your own professional study independently while

6

ma#ing use of others professionally within(outside your discipline ,> 5perate in complex and unpredictable(specialised contexts that may be at the forefront of #nowledge; with an overview of the issues governing good practice ,- 2ct in a professional capacity for self(others" with responsibility" and largely)autonomous initiative" in complex and unpredictable situations

7

EACH4NG S A11
9rofessor *ane +eale (/odule Beader) .4,,; Tel! 7,<@: ;: =;>< Email! * +ealeCexeter ac u#

Dr +usan *ones Tel! 7,<@: ;: =;@? 5ffice! .aring 4ourt" .4 ,7: Email! +usan / *onesCexeter ac u#

Dr 1igel +#inner Tel! 7,<@: ;:=@<: 5ffice! 14,<? Email! 1 4 +#innerCexeter ac u#

Dr DaEel Bawson Tel! 7,<@: ;: :?;= 5ffice! .aring 4ourt" 14,,; Email! D 2 BawsonCexeter ac u#

Dr /artin Bevinson Tel! 7,<@: ;: =?7@ 5ffice! 14,<> Email! / 9 BevinsonCexeter ac u#

Dr 1asser /ansour Tel! 7,<@: ;: :?=: 5ffice! .aring 4ourt" .4 ,7? Email! 1 /ansourCexeter ac u#

Dr +alah Troudi Tel! 7,<@: ;: =;;> 5ffice! .aring 4ourt" .4 :7? Email! + TroudiCexeter ac u#

8

Dr Fabi /eier Tel! 713=2 824;7%
1ffice? @aring Court. @C122 E!ail? *"/"MeierAeBeter"ac"u4

9rofessor .rahm 1orwich Tel! 713=2 824;0%
1ffice? +ort Cloisters. +C122 E!ail? @"+orCic AeBeter"ac"u4

9

ASS4GNMEN S AND ASSESSMEN GENER4C5 SEN and Ed!s6ch 2ath7a6 1or"ati8e Assign"ent 0 #o2tional('
4omplete this assignment only if you would li#e some feedbac# from your peers about your ideas for the summative assignment" part , a) 9repare an outline (no more than ?77 words) of the basic approach you will adopt for the summative assignment" part , and upload it to your Dive discussion group for your peers to comment on 8or this FR5U9 tas# to wor# you will need to upload and comment on each other&s draft during the same wee#" and you should agree which wee# this will be during the *uly residential (suggested date /on,-th G+un :: nd December :7,<) 8or your own records" please enter your agreed date below! • 2greed date for giving peer feedbac#!

b) 4omment constructively on : or more drafts from colleagues during the above mentioned time frame (ensure that everyone has had some comments by others) +sin% the 3i4e: Use the Dive Froups (http!((elgg exeter ac u#) to upload your exercises for peer feedbac# There is Froup for this module (use the H+earchH box in the top right and put in EEDD to see all the Froups for this programme) 0ou will need to 'oin the Froup and then you can use the Froup Discussion to upload(attach your wor# and re$uest and provide feedbac#

1or"ati8e Assign"ent & #o2tional('
4omplete this assignment only if you would li#e some feedbac# from your tutor about your ideas for the summative assignment a) Use the ideas and suggestions received from your peers for the previous formative assignment to revise your ideas and develop a slightly longer (no more than ,>77 words) outline detailing the basic approach you will adopt for the summative assignment b) +ubmit this to your module tutor via EBE (on the modules EBE site" accessed via! http!((vle exeter ac u#(course(view phpIidJ?@=) by the due date 0ou will receive written formative feedbac# from your pathway tutor" offering advice about areas to improve Date of submission! :,st *anuary :7,=

10

Su""ati8e Assign"ent' GENER4C5 SEN 9 Ed!s6ch
0ou are expected to produce a written assignment of between -"777)-">77 words" which constitutes the s'mmati4e assessment for the module The assignment will be written within a disciplined word length as re$uired by 'ournal articles" and based on the systematic ac$uisition and understanding of a specialised body of #nowledge and demonstrating a critical understanding of research methodologies This assignment will ta#e the form of a two)part assignment" as follows! (5 P$/4ide a b$ie0 s'mma$y /0 a $esea$ch p$/p/sal used in an assignment for one of your sub'ect specialist modules or provide a brief outline of a new research proposal (which may" but does not necessarily have to" underpin your thesis) Use this summary(outline as the basis for a critical discussion of issues addressed in this module Refer in particular to the relative merits and drawbac#s of a range of research methods (techni$ues and procedures)" including implications for data analysis" upon which you might draw in conducting this research /a#e appropriate reference to research methodology literature and published research reports(articles 3ndicate what ethical considerations might need to be ta#en into account (This part of the assignment should be of appro4imately #5333 words ) 21D! 5 Gi4e a c$itically $e0lecti4e acc/'nt /0 a $esea$ch pape$ on a topic related to the area where you will be doing your research study for the thesis 0ou will need to analyse and evaluate the methodology and methods used in the paper (This part of the assignment should be of approximately :"777 words)

The assignment is expected to demonstrate a critical awareness of a wide range of methods of data collection and analysis" ability to select and 'ustify methods for use in your specialist field" and familiarity with the merits and drawbac#s of the selected methods (3B5s ,)<" >" ;) 3t will also be expected to demonstrate 3B5s =" - K ? through reference to appropriate bac#ground materials and the utilisation of a suitable style of writing and presentation

-ate of su+mission ((eneric5 S6, 7 6d8sych)0 29th :arch 231#

11

Su""ati8e Assign"ent' ESOL
P!RT ! Describe a research)based study that you have conducted for one of your EdD content modules and presented at a conference This is a reflection on your research study 28TER you have conducted it and have given your presentation 9art 2 includes! 2 critical reflection on the research methodology used in your study This is a narrative that is a critical reflection on your research methodology 2+ 05U +EE 3T 156 in retrospect following the dissemination of it publicly (This would include the research $uestions" methods of data collection" analysis of the data and the results) Elaborate on how this research contributed to your #nowledge and informed your professional practice

P!RT 6 9art . consists of evidence of presenting the paper and a critical evaluation of how it went 9resent the name of the conference" the venue and target audience 2ttach to it a copy of the programme Describe very briefly the venue" the room and the number who attended your paper This part will consist of three sections • The way you presented the findings at the conference Remember that for a conference paper you need to select carefully the findings you wish to present This is a narrative about the presentation" how you went about planning it and your thoughts about which aspects of the research on which to concentrate during the presentation and why Explain the method you used to evaluate the response to your paper 0ou will need to consider exactly how you will collect evidence Discuss the analysis of this evidence" and conclude by presenting your own critical analysis of how you felt the presentation went (The results should be clearly presented using tables and visuals as appropriate ) Discuss what you learnt and what you would do differently next time

• •

2ll the 5DTs( 9owerpoint and other visuals used in the representation of the conference paper should be annexed (This does not count as part of the -"777 words) The title and abstract of your presentation in the conference programme need to be annexed

12

-ate of su+mission (2r1 and 2r 2 cohort from July 2312)0 1; th !pril 231#

Su""ati8e Assign"ent' ESOL #continued(
!n assessment /0 the m/d'le assi%nment

The module will be assessed using the following criteria! • • • • • 4omprehensive understanding of techni$ues(methodologies applicable to the research area 5rganisation of the research findings into a paper This shows rational and logical thought 4onference presentation of the paper This shows clarity of expression Evaluation of the paper&s response from conference participants This shows your ability as a researcher to self)monitor 4ritical reflection on the conference presentation process This shows your ability as a researcher to be self)reflexive

The other set of criteria as per all EdD modules will also be used +ee 2ssessment criteria below

13

Submission Details for all pathways:
+ummative assignments should be submitted by email to the print unit (ed) printonline ac u#) $uoting the relevant code They should be submitted no later than :pm on the due date 2ll submitted assignments must include a .2RT cover sheet 8urther details about assignment submission are available in the EdD 9rogramme handboo# -ate of su+mission for (eneric5 S6, 7 6d8sych0 29th :arch 231# -ate of su+mission for 16S*< (2r1 and 2r 2 cohort from July 2312)0 1; th !pril 231# Please also !he!" the su mission regulations as outlined on the #d$ %e site (under &eneral do!uments)'

(eed a!"
0ou will receive written formative feedbac# on your summative assignment within four wee#s of submitting your assignment

14

!ssessment c$ite$ia
Each of the EdD modules is assessed through written assignments modelled on 'ournal articles 0ou are expected to demonstrate the systematic ac$uisition and understanding of a specialised body of #nowledge and" where appropriate" a critical understanding of research methodologies 8or each assignment your will receive one of three initial outcomes!
• • • 92++ /315R 2/E1D/E1T+ /inor" easily managed revisions are re$uired to bring the wor# up to doctoral standard Revisions to be completed within < wee#s /2*5R 2/E1D/E1T+ +ignificant problems in one or more areas" re$uiring substantial revision to bring the wor# up to doctoral standard Revisions to be completed within - wee#s

2ll grades given for assignments are provisional until approved by the Examination .oard which meets annually at the end of each academic cycle 2 copy of the following table will be completed and returned to you with each assignment" together with more extensive written feedbac# from your tutor This is to enable you and your tutors to maintain an overview of your strengths" wea#nesses and
areas of improvement as you progress through the modular phase of the programme

!SSESS"ENT CRITERI! *OR !SSIGN"ENTS:
Lnowledge K Understanding , 3dentification of #ey issues at the forefront of the area of scholarship or professional practice : 2wareness of complexity" contradiction and incompleteness of data in the area of scholarship < 2dvanced critical capacity allowing independent evaluation of the area of scholarship =a 4omprehensive understanding of techni$ues(methodologies applicable to the research area OR7 =b Bevel of synthesis that generates a contribution to existing #nowledge in the research area > 4lear and effective communication of complex information - 9resentation of wor# (regardless of content) at peer reviewed standards(publication $uality

+ynthesis K 2pplication

4ommunicatio n K 9resentation

MDifferent modules will specify which variant of criterion = will be assessed

This m/d'le #EE--03 ) 'ses c$ite$i/n 8a5 5ne of the following grades will be awarded" as appropriate" for each of the above six mar#ing criteria!
   # 3ndicates that there is e4tensi"e evidence that doctoral standard has been achieved for this criterion S 3ndicates that there is sufficient evidence that doctoral standard has been achieved for this criterion ) 3ndicates that there is insufficient evidence that doctoral standard has been achieved for this criterion

To achieve a %9ass& grade" for the module" doctoral standard must be achieved for all assessed criteria +ee the EdD 9rogramme Dandboo# for further details about assessment 15

:ORKSHO! SESS4ONS
The wor#shop sessions provide an opportunity for an in)depth exploration of the main topics of the module 0ou will be encouraged to engage actively with the ideas presented in the sessions and develop them further through your independent reading There will be ample opportunity during the sessions and afterwards for $uestions and discussion about ways of relating the content presented to your own research interests The sessions are detailed in the following pages

:or;sho2 0' 1or"ulating Research <uestions /u!!er /c ool? #ues 17t >ul0 14 0021% 30. @C114
T't/$: P$/0ess/$ &ane 3n this session 3 will introduce the central role of research $uestions in designing and carrying our research This will consider where research $uestions come from and their role in organising and directing research design and methods There will be some practical activities during the session to support your learning about formulating research $uestions 3 will draw on my own experience as an active researcher" lecturer on research methodologies across the programmes within the Fraduate +chool of Education as well as my role of supervising doctoral students to provide hands)on insights into the role and design of Research Nuestions in Educational Research Asso!iated reading! • .ryman" 2 (:77=) +ocial Research /ethods (5xford" 5U9) • 4ohen" B " /anion" B K /orrison" L (:77;) (-th edn) Research /ethods in Education Bondon! Routledge • Denscombe" / (:77?) (<rd edn) The Food Research Fuide for small)scale social research pro'ects /aidenhead! 5pen University 9ress • Freen" 1 (:77?) (<rd edn) 8ormulating and Refining a Research Nuestion 3n Filbert" 1 (ed) Researching +ocial Bife Bondon! +age" =<)-: • 9unch" L (:77@) 3ntroduction to Research /ethods in Education Bondon! +age.=in particular >hapter # on $esearch )uestions5 p. ;?-@25 a"aila+le on 6<6A • Robson" 4 (:77:) Real 6orld Research 5xford! .lac#well =>hapter a"aila+le on 6<6A *otes+

16

:or;sho2 &' Sur8e6s and <uantitati8e Data Anal6sis /u!!er /c ool? #ues 17t >ul0 17 00218"30 00. @C114
T't/$: -$ Nasse$ "ans/'$ 3n this session 1asser will outline some broad issues in the use of $uestionnaires! e g the advantages and disadvantages of $uestionnaires as a method of data collection in surveys and censuses; how surveys can be combined with other methodologies to provide robust research designs 6e will also loo# at practical issues including the design of $uestionnaires; the writing of individual $uestions; the purpose and development of scales; the coding and analysis of responses (including issues of validity and reliability); ways of delivering $uestionnaires; ways of securing the best possible return rates The session is designed to help students with $uestionnaire design and to support critical engagement with published research that uses $uestionnaires 3t will therefore help students even if they do not intend to use $uestionnaires in their own research 1asser&s main research interests are in aspects of teaching and learning in science and the sociocultural issues and contexts related to science education De has used $uantitative methods in a variety of contexts which includes" for example" studies on studentsH and teachersH views of the nature of science" studentsH creative thin#ing s#ills and science teachers& beliefs and practices

Asso!iated reading!
• • .ac#house" * (,@?=) 3nferential and non)inferential tests Educational Research :(,) Denscombe" / K 2ubroo#" B (,@@:) O3tHs *ust 2nother 9iece of +choolwor#O! the ethics of $uestionnaire research on pupils in schools .ritish Educational Research *ournal" ,?": " pp ,,<),<, • • •
•

8ield" 2 (:77@) Discovering statistics using +9++ (Third Edition) Bondon ! +2FE 8raEer" B (:777) Nuestionniare design and administration ! a practical guide 4hicheter ! 6iley 5ppenheim" 2 1 (:77,) Nuestionnaire design" interviewing and attitude measurement (:nd Edition) Bondon ! 4ontinuum 9age).ucci" D (:77<) The value of Bi#ert scales in measuring attitudes of online learners" !ccessible 0$/m http!((www h#adesigns co u#(websites(msc(reme(li#ert htm

•

Robson" 4 (:77:) Real 6orld Research (+econd Edition) 5xford ! .lac#wells

Dow to design a survey (no date) 2ccessible from! http!((www statpac com(surveys(index htmPtoc

17

:or;sho2 %' Addressing issues of =>oice? in Research /u!!er /c ool? 3ed 18t >ul0. 14 0021% 30. @C114
T't/$: P$/0ess/$ &ane Seale There is a noticeable drive in the social sciences to %ma#e voices heard and understood&" to %let voices spea# for themselves& and to %give voice& to those who seem to be silenced Fuba and Bincoln (:77>) explain this increasing interest with the %crisis of representation& and the aim to capture the multiple voices which more traditional research has often failed to represent 3n this session we will critically engage with the notion of %voice& and reflect on the underlying philosophical and theoretical assumptions that are related with this concept 8rom this starting point we will explore the meaning of %voice& within your own professional and research contexts and consider how issues of %voice& can and should be approached" analysed and presented in educational research 3 will draw on a wide range of empirical examples which also include examples from my own research on" with and for disabled students and people with learning disabilities Asso!iated reading!
• 2rnot" / K Reay" D (:77;) 2 sociology of pedagogic voice! 9ower" ine$uality and pupil consultation -iscourse0 +tudies in the 4ultural 9olitics of Education" :?" (<)" <,,)<:> (2vailable on EBE) • 8ielding" / (:77;) .eyond %Aoice&! 1ew roles" relations and contexts in researching with young people Discourse! +tudies in the 4ultural 9olitics of Education" :?" (<)" <7,)<,7 (2vailable on EBE) • Fuba" E K Bincoln" 0 (:77>) 9aradigmatic controversies" contradictions" and emerging confluences 3n DenEin" 1 K Bincoln (eds) Dandboo# of $ualitative research Thousand 5a#s" 42! +age" p ,@,):,>) • M*ac#son" 2 0 K /aEEei" B 2 (:77@) (Eds) Aoice in Nualitative 3n$uiry 4hallenging conventional" interpretive" and critical conceptions in $ualitative research Bondon! Routledge (3ntroductory 4hapter available on EBE) • 9iper" D K 8ran#ham" * (:77;) +eeing voices and hearing pictures! 3mage as discourse and the framing of image)based research -iscourse0 +tudies in the 4ultural 9olitics of Education" :?" (<)" <;<)<?; (2vailable on EBE)

2lso have a loo# at further articles from the +pecial 3ssue of -iscourse0 Studies in the >ultural 8olitics of 6ducation" :77;" Aolume :?" 1o < 2ll articles in this special issue focus on the %new wave& of student voice movement in education and critically engage with issues of voice

18

:or;sho2 @' Generating Aualitati8e data /u!!er /c ool? 3eds 18t >ul0. 17 00218 30. @C114
T't/$: -$ S'san &/nes 3n this session" +ue will provide an overview of general characteristics of $ualitative methods and provide some insights into #ey issues that need to be considered when choosing" and designing $ualitative tools and carrying out $ualitative research This session will particularly focus on interviewing as one of the main tools to generate $ualitative data 3n addition"" we will explore some %new& and(or current developments with regard to $ualitative research methods 0ou will have the opportunity to learn more about such %innovative& tools to reflect on the ways in which such methods would be meaningful and valuable within the context of your own professional wor# Asso!iated reading! • • • • • • Death" + K 6al#er" 4 (:7,:) 3nnovations in 0outh Research Bondon! 9algrave Lvale" + (,@@-) 3nterviews! 2n 3ntroduction to Nualitative Research 3nterviewing Bondon! +age (4hapter ; an ? available on EBE) /ann" + (:7,7) 2 4ritical Review of Nualitative 3nterviews in 2pplied Binguistics 2pplied Binguistics" ,):7 (2vailable on EBE) +ilverman" D (:7,7) Doing Nualitative Research Bondon! +age Tisdall" E " Davis" * K Fallagher" / (:77@) Researching with 4hildren and 0oung 9eople Research Design" /ethods and 2nalysis Bondon! +age 6ilson" A (,@@;) 8ocus Froups! a useful $ualitative method for educational researchI .ritish Educational Research *ournal" :< (:)" :7@)::= (2vailable on EBE)

0ou might also find the following online tools(information regarding $ualitative research interesting! • The research realities toolkits provided by the /organ 4entre" on http!((www socialsciences manchester ac u#(morgancentre(realities(tool#its( • 3nsight+hare tool#it! H2 Rights).ased 2pproach to 9articipatory AideoH available on http!((insightshare org(resources(right)based)approach)to)pv) tool#it • 3nventing adulthood website! http!((www lsbu ac u#(inventingadulthoods(index shtml
This is the website of a $ualitative longitudinal study which followed young people from early teenage years to young adulthood in five contrasting areas of England and 1orthern 3reland The website includes detailed descriptions about methods" interview guides" coding frames and so on

19

:or;sho2 B' <ualitati8e Data Anal6sis /u!!er /c ool? # urs 1;t >ul0. 11 00212"30 00. @C114
T't/$: -$ S'san &/nes 3n this session" +ue will provide an introduction to analysing $ualitative data The main aim of the session is to %wal# you through the process& of analysing $ualitative data 3t means that you will have the opportunity to code data yourself" to learn #ey steps of analysis that need to be considered and to critically reflect on ways in which $ualitative data can be analysed This hands)on session with %real data& should allow you to gain a better understanding of the aims" procedures and practicalities regarding $ualitative data analysis +ue is a lecturer in the Fraduate +chool of Education Der research focuses on the developing writer" tal# for writing and gender +he has used $ualitative analysis in a wide range of research pro'ects and as parts of multi)methods designs

Asso!iated reading! • • • • • .aEeley 9 (:77;) Nualitative data analysis with 1A3A5 Bondon! +age 4offey" 2 and 2t#inson" 9 (:77,) /a#ing +ense of Nualitative Data Bondon! +age Frbich" 4 (:77;) Nualitative Data 2nalysis! 2n 3ntroduction Bondon! +age *ones (:77>) 3nvestigating teacher tal# (chapter :) in /yhill" D 2" *ones" + / and Dopper" R (Eds) Tal#ing" Bistening" Bearning 5pen University 9ress Bewins" 2 K +ilver" 4 (:77@) 4hoosing a 42ND2+ pac#age ( !4ailable at: https!((docs google com(viewerIurlJhttpQ<2Q:8Q:8eprints ncrm ac u# Q:8;@,Q:8,Q:8:77@4hoosinga42ND2+9ac#age pdf) • • Bewins" 2 and +ilver" 4 (:77-) Using +oftware for Nualitative Data 2nalysis! 2 +tep)by)step Fuide Bondon! +age N+R 3nternational 1Aivo tutorials (!4ailable at: http!((www $srinternational com(supportRtutorials aspxIproductidJ:7)

*otes+

20

:or;sho2 *' OCser8ation and Ethnogra2hic Research /u!!er /c ool? # urs 1;t >ul0. 14 0021% 30. @C114
T't/$: -$ "a$tin Le4ins/n This session will start with an overview of ethnographic research" considering the anthropological origins of ethnography" and examining its distinctive features 6e will consider ways in which the ethnographic interview differs from standard research interviews" and we will also consider the nature of participant observation 3n the second part of the session" we will consider how ethnographic principles play out in real)life contexts" and there will be the opportunity for some wor#shop)style activities to help explore issues /artin has been involved in ethnographic research pro'ects over the past two decades" wor#ing principally" with Fypsy(Roma groups" and also other minority or marginal communities

Asso!iated reading! • Delamont" + (:77=)! Ethnography and participant observation 3n +eale" 4 " Fobo" F " Fubrium" * K +ilverman" D (Eds ) )ualitati"e $esearch practice Bondon! +age Bevinson" / 9 (:7,7)! 3ssues of access and its maintenance when researching marginaliEed communities" +pecial 3ssue ) 6thnography and 6ducation" >" (:)" ,@<):7; Robben" 2 4 F / K +lu#a" * 2 (Eds ) (:77;)! Ethnographic fieldwor#! 2n 2nthropological Reader" /alden! .lac#well Tedloc#" . (,@@,)! 8rom participant 5bserver to the 5bservation of participation! The emergence of narrative ethnography" Journal of !nthropological $esearch" =;!, 6olcott" D 8 (,@@@)! Ethnography! 2 6ay of +eeing" Banham! 2lta/ira 9ress 6olcott" D 8 (:77>)! The 2rt of 8ieldwor#" Banham! 2lta/ira 9ress

•

• •

• •

*otes+

21

S2ecialist O2tion , + /u!!er /c ool? &ri 1=t >ul0. 0= 00210 30
You can choose ONE of the following parallel sessions Action Research #BC00@( Dr Nigel S;inner
%2ction research happens when people research their own practice in order to improve it and to come to a better understanding of their practice situations 3t is action because they act within the systems that they are trying to improve and understand 3t is research because it is systematic" critical in$uiry made public & (8eldman :77; p:=:) 2ction research is about a particular practice in a particular place 3t is also about a theoretical basis for the action and designing appropriate data collection tools and analysis methods The concern with theory and $uality in data collection and analysis can provide a basis for cautious generalisation from an action research study 3f an action research intervention is based on a theory and %it wor#s& then this gives weight to the theory 3f the actions are clearly documented in terms of how they were influenced not only by the theory but also by the context and the values of the researcher this enables others to re)interpret the theory and potentially generate actions suitable for their own context and sensitive to their own values This session will begin with a brief history of action research and the ideas of some of the #ey figures who have shaped our current understanding of action research 3t will then provide a framewor# for discussing how action research might be utilised as a methodological framewor# to improve professional practice 5ver the last :7 years or so 1igel +#inner has wor#ed with many 9F4E" /Ed and doctoral students who have carried out action research pro'ects and it his intention is to use this experience to illustrate various ways in which professional practice can be enhanced using an action research approach !ss/ciated $eadin%: • 8eldman" 2 (:77;) Teachers" responsibility and action research Educational 2ction Research ,> (:)! :<@):>: (available on EBE)

"any e.b//1s ab/'t acti/n $esea$ch a$e a4ailable th$/'%h the /nline $es/'$ces /0 /'$ lib$a$y 4ia the on,line -aylor and (ran!is !olle!tion 5 These incl'de:

22

•

2tweh" . " Lemmis" + and 6ee#s" 9 (,@@?) 2ction Research in 9ractice! 9artnerships for +ocial *ustice in Education Bondon! Routledge (+t Bu#e&s library) /c1iff" * (:77:) 2ction Research! 9rinciples and 9ractice Routledge8almer (2vailable as e)boo# via library(reference) Bondon!

• • • • •

/cLernan" * (:77;) 4urriculum and 3magination! 9rocess Theory" 9edagogy and 2ction Research Bondon! Routledge (+t Bu#e&s library) /urray" B and Bawrence" . (:777) 9ractitioner).ased En$uiry! 9rinciples for 9ostgraduate Research 6ashington" D 4 ! 8almer (+t Bu#e&s library) /ason" * (:77,) Researching 0our 5wn 9ractice! The Discipline of 1oticing Bondon! Routledge8almer (+t Bu#e&s library) /c1iff" * " Bomax" 9 and 6hitehead" * (:77<) 0ou and 0our 2ction Research 9ro'ect Bondon! Routledge8almer (+t Bu#e&s library)

The library also provides online access to the 'ournals • • • 2ction Research" Educational 2ction Research +ystemic 9ractice and 2ction Research

23

S2ecialist O2tion , + /u!!er /c ool? &ri 1=t >ul0. 0= 00210 30
You can choose ONE of the following parallel sessions Narrati8e Research #BC0&/( Dr HaDel La7son
3n this session" DaEel will give an introduction to narrative research in social science and education 1arrative research will be considered in terms of production" interpretation and representation of data The main issues in doing narrative research will be discussed along with different types of narrative research and different ways of analysing narratives DaEel will draw upon her own research experience of %problems with snippets& and her study (with 9at +i#es and /aureen 9ar#er) of teachers and teaching assistants& understandings of inclusion DaEel is a senior lecturer in special and inclusive education +he has been at F+E since :77?" having previously wor#ed as a teacher in primary and special schools for many years" before lecturing at /iddlesex and 9lymouth Universities +he is interested in many aspects and issues around diversity" special education and inclusion and has a specific interest in the education of children designated as having severe learning difficulties +he has recently completed an EsmSe 8airbairn funded pro'ect on teacher trainees& learning about special educational needs Asso!iated reading! • 2ndrews" / " +$uire" 4 " K Tambou#ou" / (Eds ) (:77?) -oing narrati"e research Bondon! +age • 4landinin" * (:77;) Band+ook of narrati"e in%uiry0 :apping a methodology Thousand 5a#s" 42! +age 9ublications • 4landinin" * " K 4onnelly" / (:777) ,arrati"e in%uiry0 64perience and story in %ualitati"e research. +an 8rancisco" 42! *ossey).ass • 4raig" 4 (:77;) +tory constellations! 2 narrative approach to contextualising teachersH #nowledge of school reform 1eaching and 1eacher 6ducation" :<(:)" ,;<),?? • *ohnson" L (:77:) 1eachersC narrati"e in%uiry as professional de"elopment 1ew 0or#! 4ambridge University 9ress • Bawson" D " 9ar#er" / and +i#es" 9 (:77-) +ee#ing stories! reflections on a narrative approach to researching understandings of inclusion 6uropean Journal of Special ,eeds 6ducation :," ," >>G-? (2vailable on EBE)

24

• Biu" 0 " K Tu 0 (:7,,) 3nclusion or exclusionI 2 narrative in$uiry of a language teacher&s identity experience in the %new wor# order& of competing pedagogies Teaching and Teacher Education" :;(<)! >?@)>@; (available on EBE) • Riessman" 4 (:77?) ,arrati"e methods for the human sciences Thousand 5a#s" 42! +age • +i#es" 9 " Bawson" D and 9ar#er" / (:77;) Aoices on! Teachers and teaching assistants tal#ing of inclusion International Journal of Inclusi"e 6ducation ,," <" <>>)<;7 (available on EBE) • Tsui" 2 (:77;) 4omplexities of identity formation! 2 narrative in$uiry of an E8B teacher 16S*< )uarterly5 #1(=)" ->;)-?7 (2vailable on EBE)

25

S2ecialist O2tion , + /u!!er /c ool? &ri 1=t >ul0. 0= 00210 30
You can choose ONE of the following parallel sessions  Discourse Anal6sis #BC0&.( Dr GaCi Meier
3n this introductory session Fabriela will present ways to ma#e sense of written and spo#en texts" such as dialogues" newspaper articles" textboo#s" etc " through discourse analysis (D2) D2 is used to analyse texts to reveal (hidden) motivations" values" beliefs etc D2 is an interdisciplinary field that has no Uclear paradigm or clear)cut practicesV (/artWneE :77-)" and there are different ways of understanding D2 Thus" this introductory session can only provide a partial view 3t focuses on applications of D2 to study language use in educational and social contexts 3n the seminar" we will loo# at theories" research designs and engage with the practical analysis of authentic texts Fabriela is a lecturer of language education" and has wor#ed as part of the TE+5B team at Exeter since :7,, +he has previously wor#ed as a research fellow at the University of .ath" as a free)lance translator as well as a language teacher for Ferman" English and +panish in further education education Der research encompasses sociological approaches to language education" such as social cohesion" socialisation and social interaction +he has conducted research in bilingual(multilingual schools in .erlin and Bondon (the latter funded by Esmee 8airbairn)" and has used both $uantitative and $ualitative research methods +he is currently editing a boo# called! the multilingual turn in languages education" together with *ean 4onteh from the University of Beeds

Asso!iated reading! • • • • .ryman" 2 (:7,:) +ocial Research /ethods (4hapter ::) 5xford! 5U9 (:77? edition! 4hapter :7) .enwell" . " and +to#oe" E (:7,7) Discourse and 3dentity Edinburgh! EU9 Lumaravadivelu" . (,@@@) 4ritical 4lassroom Discourse 2nalysis TE+5B Nuarterly" << (<)" pp =><)=?= (+pecial issue! 4ritical approaches to TE+5B) Rex" B 2 and +chiller" B (:77@) Using Discourse 2nalysis to 3mprove 4lassroom 3nteraction 2bingdon! Routledge

26

S2ecialist O2tion , + /u!!er /c ool? &ri 1=t >ul0. 0= 00210 30
You can choose ONE of the following parallel sessions 4nter8ie7ing using hierarchical focusing #BC&$&( !rof Brah" Nor7ich

•

3n this session" .rahm will introduce the method of hierarchical focussing for semi)structured interviews This is a very common method of data collection in educational research which is associated with a flexible research stance that ta#es account of informants& perspectives The session will not only focus on the practical aspects but also the underlying theoretical issues which are important to understand how the methods wor# 0ou will find this session useful in planning your thesis research .rahm has supervised many doctoral students who have used this approach to semi)structured interviewing .rahm wor#s in the areas of special needs and inclusive education with a bac#ground as an educational psychologist Dis recent research has focussed on how teachers learn to teach pupils with special educational needs ( disabilities and how Besson +tudy can be used to enhance the teaching and learning of pupils with moderate learning difficulties

•

Asso!iated reading! • Tomlinson" 9 (,@?@) Daving it .oth 6ays! hierarchical focusing as research interview method .ritish Educational Research *ournal" ,>" :" ,>>),;- (copy on EBE)
•

6engraf" T (:77,) Nualitative research interviewing biographic" narrative and semi)structured methods Bondon! +age

27

:or;sho2 .' St6les and 2resentation of the Doctoral hesis /u!!er /c ool? &ri 1=t >ul0. 11 00212 30. @C12;
T't/$: -$ Salah T$/'di 3n this session +alah will discuss the various stages of conducting research to produce a doctoral thesis The focus will be on the overall structure of the thesis with particular attention to the coherence between its several parts The session will start with the conceptualisation of the study and ends with preparation for the viva +alah wor#s in the areas of critical applied linguistics" language policy" teacher education" TE+5B and language curricula and research methodologies De has conducted research in these areas De is currently involved in a funded research pro'ect in the United 2rab Emirates investigating English teachers& models of effectiveness De has supervised a large number of doctoral theses and will use his supervisory experience to illustrate several points relevant to the structure of a doctoral thesis

Asso!iated reading! • • • • • • • • .ooth" 2 " 9apaioannou" D K +utton" 2 (:7,,) +ystematic approaches to a successful literature review Bondon! +age .ryant" / T (:77=) 1he porta+le dissertation ad"isor Bondon! +age Dunleacy" 9 (:77<) !uthoring a 8h-0 Bow to plan5 draft and finish a doctoral thesis or dissertation. .asingsto#e! 9algrave /acmillan *eason" * K /atheson" B (:7,,) -oing your literature re"iew0 1raditional and systematic techni%ues Bondon! +age 9unch" L 8 (:77-) -e"eloping effecti"e research proposals (:nd Ed ) Bondon! +age Ridley" D (:77?) 1he literature re"iew. Bondon! +age Randolph" * (:77@) 2 Fuide to writing the dissertation literature review 8ractical !ssessment5 Research K Evaluation" ,=(,<) X2vailable onlineY Troudi" + (:7,7) 9ragmatic nature and theoretical framewor# in educational research 3n / 2l)Damly et al (Eds ) 8roceedings of the 1;th 16S*< !ra+ia >onference0 6nglish in learning0 <earning in 6nglish (pp. 1;- 2 ). Dubai! TE+5B 2rabia 9ublications X2vailable onlineY 6ellington" * .athma#er" 2 " Dunt" 4 " /c4ulloch" F K +i#es" 9 (:77>) Succeeding with your doctorate Bondon! +age 28

•

:or;sho2 /' Considering Assign"ents /u!!er /c ool? /at 20t >ul0. 0= 00210 30 for all *E+E,-C. /E+. #E/1L and
EdPs0c T't/$: P$/0ess/$ &ane Seale During this session *ane will Uwrap upV the wee# by facilitating group discussion about how to approach the assignment for this module

*otes+

29

SOME SUGGES ED 1UR HER READ4NG
The main purpose of the module is to provide you with a +asic understanding of the content presented 2ssignments and assessment are all focused on a critical analysis of the content rather than simply reproducing your #nowledge about theory or about your professional practice This is both important for conducting your own research as it is for evaluating the research of others 6e do not assume that this course will give you everything that you will need for your own (future) research 3t is therefore absolutely crucial that you read widely around the module topics and issues 3n this regard you are expected to see# your own literature on the module topics and issues .elow is a list of some articles that we have found useful! Gene$al handb//1s,int$/d'cti/ns: • • • • • • • • Dryant5 !. and >harmaE5 F. (233@) (eds) 1he S!(6 Band+ook of (rounded 1heory. <ondon0 Sage. >ohen5 <. and :anion5 <. (233@) $esearch :ethods in 6ducation (?th ed.)5 <ondon0 $outledgeFalmer >rotty5 :. (1GG9) 1he foundations of social research0 meaning and perspecti"e in the research process. -enEin ,.F. and <incoln5 2.S. (eds) (233;) Band+ook of )ualitati"e $esearch5 rd edition5 1housand *aks0 Sage $adnor5 B. (2331) $esearching your professional practice0 -oing interpreti"e research5 Duckingham0 *H8. $o+son5 >. (1GG ) $eal Iorld $esearch. *4ford0 Dlackwell. Iellington5 J (2333) 6ducational $esearch0 >ontemporary Issues and 8ractical !pproaches5 <ondon0 >ontinuum Iellington5 J.5 Dathmaker5 !-:.5 Bunt5 >.5 :c>ulloch5 (. and Sikes5 8. (233;) Succeeding with your -octorate5 <ondon5 Sage.

Resea$ch meth/ds and $esea$ch desi%ns: • • • • • 2ndrews" / " +$uire" 4 and Tambou#ou" / (:77?) -oing narrati"e research Bondon! +age .assey" / (,@@@) >ase Study $esearch in 6ducational Settings. .uc#ingham! 5pen University 9ress .urns" R (:777) (=th ed) Introduction to $esearch :ethods Bondon! +age 4resswell" * 6 (,@@=) $esearch -esign0 )ualitati"e and )uantitati"e :ethods. Thousand 5a#s" 42! +age M4reswell" * 6 (:77@) $esearch :ethods in 6ducation0 )ualitati"e and )uantitati"e and :i4ed methods !pproaches Bondon! +age

30

• •

M4reswell" * 6 (:77;) )ualitati"e In%uiry and $esearch -esign0 >hoosing !mong Fi"e !pproaches (:nd ed ) Bondon! +age Darbyshire" 9 " /acDougall" 4 K +chiller" 6 (:77>) /ultiple methods in $ualitative research with children! more insight or 'ust moreI Nualitative Research" >(=)! =,;)=<De/arais" L and Bapan" + D (Eds ) (:77=) Foundations for $esearch0 :ethods of in%uiry in education and the social sc iences /alwah" 1*! Bawrence Erlbaum 2ssociates Fillham" . (:777) -e"eloping a )uestionnaire Bondon! 4ontinuum Fillham" . (:777) 1he $esearch Inter"iew Bondon! 4ontinuum Fomm" R " Dammersley" / and 8oster" 9 (Eds ) (:777) >ase study method Bondon! +age Folby" / (,@@=) >ase Study as 6ducational $esearch R+U" +chool of Education" University of Exeter Dewson" 4 et al (:77:) Internet $esearch :ethods. Bondon! +age MDolliday" 2 (:77:) -oing and Iriting )ualitati"e $esearch Bondon! +age MDop#ins" D (:77:) (<rd edition) ! 1eacher's (uide to >lassroom $esearch. 9hiladelphia" U+! 5pen University 9ress Lvale" + (,@@-) Inter"iews! !n introduction to %ualitati"e research inter"iewing Thousand 5a#s" 42 ! +age Lvale" + (:77;) -oing Inter"iews Bondon! +age /ischler" E F (,@@,) $esearch Inter"iewing0 >onte4t and ,arrati"e. 4ambridge" /ass Darvard University 9ress /organ" D B (,@??) Focus (roups as )ualitati"e $esearch Thousand 5a#s" 42 ! +age M9unch" L 8 (:77@) Introduction to research methods in education Bondon! +age +par#es" 2 4 (,@@=) Hnderstanding 1eachers0 ! <ife Bistory !pproach R+U" +chool of Education" University of Exeter Travers" / (:77,) )ualitati"e research through case studies Bondon! +age 6ragg" E 4 (,@@@) (:nd ed ) !n Introduction to >lassroom *+ser"ation Bondon M4arr" 6 K Lemmis" + (,@?-) Decoming >ritical0 6ducation5 Fnowledge and !ction $esearch. Bondon! Routledge +teier" 8 (Ed ) (,@@,) $esearch and $efle4i"ity Bondon! +age Aan den Doonaard" 6 4 (:77:) Ialking the tightrope0 6thical issues for %ualitati"e researchers. Toronto! University of Toronto press 6olcott" D (,@@7) Iriting up )ualitati"e $esearch. 1ewbury 9ar#! +age

•

• • • • • • • • • • • • • • • • • • •

31

•

6oods" 9 (,@@@) Successful Iriting for )ualitati"e $esearchers. Bondon! Routledge

-ata !nalysis: • • • • • • • • • • • • • • • • Dryman5 !. and >ramer5 -. (1GGG). )uantitati"e -ata !nalysis with S8SS Dryman5 ! and >ramer - (1GG3). )uantitati"e -ata !nalysis for Social Scientists. <ondon0 $outledge. Dyrne5 -. (2332) Interpreting )uantitati"e -ata. <ondon0 Sage. >harmaE5 F. (233?). >onstructing (rounded 1heory0 ! 8ractical (uide through )ualitati"e !nalysis. <ondon0Sage. 4ortaEEi" / (,@@<) ,arrati"e !nalysis. Bondon! 8almer 9ress -enEin 5 ,. F. and <incoln5 2. S. (6ds.) (1GG9). >ollecting and Interpreting )ualitati"e :aterials. <ondon0 Sage. Field !5 (233;) -isco"ering statistics using S8SS. <ondon0 S!(6 Fielding5 ,.(. and <ee5 $.:. (1G99). >omputer !nalysis and )ualitati"e $esearch. <ondon0 Sage. Fielding ,.(.7 <ee $. :. (6ds.) (1GG1). Hsing >omputers in )ualitati"e $esearch. <ondon0 Sage. Flick5 H. (233@). -oing >on"ersation5 -iscourse and -ocuments !nalysis. <ondon0 Sage. (i+son5 I. 7 Drown5 !. (233G). Iorking with %ualitati"e data. <ondon0 Sage. J(i++s5 (. (233@). !nalysing )ualitati"e -ata. <ondon0 Sage. (laser5 D. and Strauss5 !. (1GGG). 1he -isco"ery of (rounded 1heory0 Strategies for )ualitati"e $esearch. >hicago0 !ldine de (ruyter. Bardy5 :. 7 Dryman5 !. (233#). Band+ook of data analysis. <ondon0 Sage. Fing5 ,. 7 Borrocks5 >. (2313). Inter"iews in %ualitati"e research. <ondon0 Sage. Fnodel5 J. (1GG ). 1he -esign and !nalysis of Focus (roup Studies0 ! 8ractical !pproach. In -.<. :organ (6d.)5 Successful Focus (roups0 !d"ancing the State of the !rt5 pp. ;-;3. ,ew+ury park0 Sage. :authner5 ,. 7 -oucet5 !. (2311). (uide through %ualitati"e analysis0 <istening5 seeing and reading %ualitati"e data. <ondon0 Sage. :iles5 :.D. and Bu+erman5 !.:. (1GG#) )ualitati"e -ata !nalysis0 an e4panded source+ook5 <ondon0 Sage. *ppenheim5 !.,. (2333) )uestionnaire -esign5 Inter"iewing and !ttitude. <ondon0 >ontinuum

• • •

32

• • • • • • • • •

J8reece5 8.F.I. (1GG#). Dasic )uantitati"e -ata !nalysis. $SH5 School of 6ducation5 Hni"ersity of 64eter. J$adnor5 B. (1GG#). !nalysing a )ualitati"e Inter"iew. $SH5 School of 6ducation5 Hni"ersity of 64eter. Sil"erman5 -. (1GG ) Interpreting )ualitati"e -ata. <ondon0 Sage. Stein+erg5 I. (233@) Statistics !li"e5 1housand *aks5 Sage Strauss5 !. and >or+in5 J. (1G99). Dasics of )ualitati"e $esearch0 (rounded 1heory 8rocedures and 1echni%ues. <ondon0 Sage. Strauss5 !. (1G99). )ualitati"e !nalysis for Social Scientists. >am+ridge0 >am+ridge Hni"ersity 8ress. Tesch" R (,@@7) )ualitati"e $esearch !nalysis 1ypes and Software 1ools Bondon! 8almer 9ress 6olcott" D (,@@=) 1ransforming )ualitati"e -ata Thousand 5a#s" 42 ! +age 6right" D (:77:) First Steps in Statistics Bondon! +age

!pplied Lin%'istics, TESOL and TE*L • • • .achman" B (:77=) Statistical !nalysis for <anguage !ssessment. >am+ridge0 >am+ridge Hni"ersity 9ress .achman" B (:77=) Bin#ing observations to interpretations and uses in TE+5B research TE+5B Nuarterly" <? (=)" ;:<);:? .ailey" L and 1unan" D (,@@-) Koices from the language classroom0 )ualitati"e research in second language education 4ambridge! 4ambridge University 9ress .rown" * D (:77,) Using +urveys in Banguage 9rograms 4ambridge! 4ambridge University 9ress .rown" * D and Rodgers" T (:77:) -oing second language research 5xford! 5U9 .urton" * (,@??) 2 4ross)4ase 2nalysis of Teacher 3nvolvement in TE+5B Research 16S*< )uarterly" <: (<)" =,@)==4anagara'ah" 2 + (,@@-) 8rom Research 9ractice to 4ritical Research Reporting 16S*< )uarterly <7 (:)" <:,)<<7 Davies" L 2 (,@@:) Aalidity and Reliability in Nualitative Research on +econd Banguage 2c$uisition and Teaching! 2nother Researcher 4omments 16S*< )uarterly" :- (<)" -7>)-7? MDZrnyei" [ (:77<) )uestionnaires in Second <anguage $esearch0 >onstruction5 !dministration and 8rocessing Bondon! Bawrence Erlbaum 2ssociates" 9ublishers

• • • • •

•

33

• • • • • •

MDZrnyei" [ (:77;) $esearch :ethods in !pplied <inguistics0 )uantitati"e5 )ualitati"e5 and :i4ed :ethodologies 5xford! 5xford University 9ress Edge" * (:77,) !ction $esearch 2lexandria" Airginia! TE+5B" 3nc Edge" * and Richards" L (,@@<) 1eachers -e"elop 1eachers $esearch. 5xford! Deinemann 8reeman" D (,@@?) -oing 1eacher $esearch0 From in%uiry to understanding 9acific Frove! Deinle K Deinle Datch" E and BaEaraton" 2 (,@@,) 1he $esearch :anual0 -esign and statistics for !pplied <inguistics 1ew 0or#! 1ewbury Douse Lumaravadivelu" . (,@@@) TheoriEing 9ractice" practicing Theory! the role of 4ritical classroom 5bservation 3n Trappes)Bomax" D and /cFrath" 3 (Eds ) 1heory in <anguage 1eacher 6ducation England! 9earson BaEaraton" 2 (,@@>) Nualitative Research in 2pplied Binguistics! 2 9rogress Report 16S*< )uarterly" :@ (<)" =>>)=;: BaEaraton" 2 (:777) 4urrent trends in research methodology and statistics in applied linguistics 16S*< )uarterly" <= (,)" ,;>),?, BaEaraton" 2 (:77<) Evaluation 4riteria for Nualitative Research in 2pplied Binguistics! 6hose criteria and whose researchI 1he :odern <anguage Journal" ?; (,)" ,),: Bong" / (:77>) /ethodological 3ssues in Bearner 1eeds 2nalysis 3n / Bong and * Richards (Eds )" Second <anguage ,eeds !nalysis (pp ,@);-) 4ambridge! 4ambridge University 9ress 9orte" F L (:77:) !ppraising $esearch in Second <anguage <earning0 ! 8ractical !pproach to >ritical !nalysis of )uantitati"e $esearch 2msterdam! .en'amins Richards" L (:77<) Nualitative in$uiry in TE+5B 1ew 0or#! 9algrave /acmillan +eliger" D 6 and +hohamy" E (,@?@) Second <anguage $esearch :ethods 5xford! 5U9 6atson)Fegeo" L 2 (,@??) Ethnography in E+B! Defining the Essentials 16S*< )uarterly" :: (=)" >;>)>@: 6oods" 2 " 8letcher" 9 and Dughes" 2 (,@?-) Statistics in <anguage Studies 4ambridge! 4U9

• • •

•

•

• • • •

34

9ebsites,&/'$nals: 2ction Research" .ritish Educational Research *ournal" Educational 2ction Research" Educational Research for 9olicy and 9ractice" Educational Research Review" Evaluation and Research in Education" 3nternational *ournal of Educational Research" 3nternational *ournal of Research and /ethod in Education 9ractical Research for Education" Nualitative Research" Research in Education TE+5B *ournals! http!((itesl' org(lin#s(TE+B('ournlas Resear!h Asso!iations (see for ethi!al guidelines)+ .ritish Educational Research 2ssociation (.ER2) http!((www bera ac u# European Educational Research 2ssociation (EER2) http!((www eera ac u# 2merican Educational Research 2ssociation (2ER2) http!((www aera net +ee also the new online resource Re+tore developed recently by the E+R4! http!((www restore ac u#(
Re+tore is a sustainable repository of online research methods resources which preserves" sustains and actively maintains web resources developed as part of E+R4 funding focused on research methods in the social sciences These online resources not only provide a valuable personal development resource for researchers unable to participate in face)to)face training" but also provide an important repository of social science #nowledge The repository is accessible via URB http!((www restore ac u#

•

Please also note that you %ill have full te.t a!!ess to a//ro.' 200 "ey #du!ation te.t oo"s online' (rom 1uly 2011, the e, oo"s %ill e hosted on the -aylor 2 (ran!is Online e3oo" 4i rary %hi!h you !an a!!ess via ele!troni! resour!es5e oo"s'

35