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Research Journey: Introduction to Inquiry [Pehme köide]

3.57/5 (52 hinnangut Goodreads-ist)
(University of Massachusetts at Amherst, United States), (University of Massachusetts, United States)
  • Formaat: Paperback / softback, 190 pages, kõrgus x laius: 234x156 mm, kaal: 360 g
  • Ilmumisaeg: 08-May-2012
  • Kirjastus: Guilford Press
  • ISBN-10: 1462505120
  • ISBN-13: 9781462505128
Teised raamatud teemal:
Research Journey: Introduction to InquirySuurem pilt
  • Formaat: Paperback / softback, 190 pages, kõrgus x laius: 234x156 mm, kaal: 360 g
  • Ilmumisaeg: 08-May-2012
  • Kirjastus: Guilford Press
  • ISBN-10: 1462505120
  • ISBN-13: 9781462505128
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781462505128.html
Märksõnad:
"This book is a product of our several decades of teaching about research, conducting research ourselves, advising graduate students who conducted research - and of our reflections on the teaching and on the conduct of research. The book is structured tofollow a teaching sequence; in fact, it maps neatly onto our syllabus for the course. Each chapter begins with a series of critical questions that we hope will guide reading and prompt further questions for discussion. These questions are followed by a dialogue among five graduate students whose journeys into inquiry are just beginning. Their challenges and joys are embedded in these dialogues as well as throughout the chapters. We also draw on other examples from our students over the years in several places. The chapters end with learning activities that we have used over the years and refined, based on student feedback and our own critical reflections on how well they worked"--



Designed to foster "inquiry-mindedness," this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use.
Useful pedagogical features include:
*Framing questions for exploration and reflection.
*Chapter-opening dialogues that bring in perspectives from multiple disciplines.
*Example boxes with detailed cases and questions for the reader.
*End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects.
*Suggestions for further reading.

Arvustused

Wow! I was impressed by the quality of the content, the readability and flow, and the apt use of the journey metaphor. This book will serve as a key resource for education and other social science graduate students conducting research projects or for professionals writing research grant proposals for funding. Through dialogue, example, activity, and exploration, the authors illustrate that research can be engaging and fun. Each chapter has one or more reflective activities that guide readers to apply the principles presented, work collaboratively in learning groups, develop a conceptual framework for a project, and learn to generate knowledge through systematic inquiry. The activities help students navigate the entire inquiry process, from problem selection to written report. I will recommend this book to my doctoral students at the dissertation stage. The chapter on conceptual frameworks is priceless.--Eleni Coukos Elder, EdD, Department of Educational Administration, Tennessee State University

This book offers a practical overview of basic skills required for the budding researcher in the social sciences. A major theme is promoting the development of an open, inquisitive, reflective stance that enables the researcher to take in new information and generate knowledge. Each chapter offers succinct information and examples and poses questions suitable for seminar discussion. In the research design chapter, weaving a fictional student's thinking about her project into the discussion to illustrate key points is quite effective. This book promises to be a useful supplement for research design and methods courses.--Arlene Bowers Andrews, PhD, Carolina Distinguished Professor, College of Social Work, University of South Carolina

The best among a new generation of texts that helps the student learn to think like a scholar and researcher. In a single, readable volume, Rallis and Rossman distill key ideas and conceptual frameworks that currently require several textbooks and readings in my classes. They do so without getting entangled in arcane or overly technical arguments. The vignettes, examples, and exercises will help advanced graduate students and junior researchers to apply the concepts across the social and behavioral sciences, in both applied and pure fields of inquiry.--David N. Boote, PhD, School of Teaching, Learning, and Leadership, and Department of Educational and Human Sciences, University of Central Florida

The book does an excellent job--especially through the exercises--of unblocking the thinking and writing of terrified graduate students.--Sande Milton, College of Education, Florida State University -This book can easily fit into a research course. It is easy to understand, and the learning activities are excellent for stimulating discussion and assessing understanding. 5 stars.--Doody's Reviews, 7/1/2012

Prologue 1(2)
Greetings to Beginning Inquirers
1(2)
1 Inquiry as Learning: Beginning the Journey
3(1)
Critical Questions to Guide Your Reading
3(1)
Dialogue 1 What Is Inquiry?
3(16)
Introduction
5(4)
What Is Inquiry?
9(2)
The Learner as Knowledge Generator
11(1)
Drawing on Values and Passion
12(1)
Your Journey into Systematic Inquiry
13(4)
Learning Activity 1.1 "Nanook of the North"
16(1)
Learning Activity 1.2 Problematizing "Truth"
17(1)
For Further Reading
17(2)
2 Ways of Knowing: Finding a Compass
19(1)
Critical Questions to Guide Your Reading
19(1)
Dialogue 2 What Do We Know? How Do We Know It?
19(20)
Ways of Knowing
23(5)
Fundamental Assumptions
28(1)
Ontological Assumptions
29(1)
Epistemological Assumptions
30(1)
Methodological Assumptions
30(1)
Assumptions about the Social World
31(1)
Mapping Perspectives
31(1)
The Objectivist-Interpretivist Continuum
31(1)
The Sociology of Regulation-Sociology of Radical Change Continuum
32(1)
Back to Ontology and Epistemology
33(3)
Learning Activity 2.1 The Magic Eye®
34(1)
Learning Activity 2.2 Alternative Maps
35(1)
Learning Activity 2.3 Strings
35(1)
For Further Reading
36(3)
3 The Cycle of Inquiry: More Than One Way to Get There
39(1)
Critical Questions to Guide Your Reading
39(1)
Dialogue 3 Conducting Inquiry: How Do I Do It?
39(18)
Inquiry in Action/Inquiry as Practice
41(5)
The Systematic Inquiry Cycle
46(3)
Validity, Credibility, and Trustworthiness
49(6)
Learning Activity 3.1 Critical Inquiry Triads
53(2)
Learning Activity 3.2 "Walk-Throughs" to Find a Problem, Question, or Surprise
55(1)
For Further Reading
55(2)
4 Being an Ethical Inquirer: Staying Alert on the Road
57(1)
Critical Questions to Guide Your Reading
57(1)
Dialogue 4 What Ethical Considerations Might Affect My Project?
57(28)
Ethics in Inquiry
59(2)
The Inquirer as a Moral Practitioner
61(2)
Standards for Practice and Procedural Matters
63(6)
Ethics, Trustworthiness, and Rigor
69(5)
Ethical Theories
74(3)
Ethics and Reflexivity
77(6)
Learning Activity 4.1 "The Moral Fix": A Debate
80(1)
Learning Activity 4.2 What Would You Do?
81(2)
For Further Reading
83(2)
5 Constructing Conceptual Frameworks: Building the Route
85(1)
Critical Questions to Guide Your Reading
85(1)
Dialogue 5 Grappling with a Conceptual Framework
85(26)
What Is a Conceptual Framework?
88(4)
Aysen's Conceptualizing Process
92(3)
Building an Argument
95(2)
Entering the Conversation: Your Community of Practice
97(2)
Entering the Conversation: Your Engagement
99(2)
Entering the Conversation: The Communities of Discourse
101(3)
Ways of Organizing
104(6)
Learning Activity 5.1 One Study, Four Representations
107(1)
Learning Activity 5.2 Developing a Position
108(1)
Learning Activity 5.3 Complicating Your Position
109(1)
Learning Activity 5.4 Concept Mapping
109(1)
For Further Reading
110(1)
6 Designing the Inquiry Project: Finding "True North"
111(1)
Critical Questions to Guide Your Reading
111(1)
Dialogue 6 Considering Design Options
111(28)
Moving from the Conceptual Framework into Design
115(1)
Determining Purpose
116(1)
Stipulating Research Questions
117(3)
Considering Various Designs
120(2)
Observation Designs
122(1)
In-Depth Interview Designs
122(1)
Document Analysis Designs
122(1)
Case Study Designs
123(1)
Survey Designs
123(1)
Correlation Designs
123(1)
Comparative Designs
123(1)
Action Research Designs
124(1)
A Note on Randomization
124(1)
Quasi-Experimental Designs
124(1)
Randomized Controlled Trials
125(1)
Samira's Research Questions and Possible Designs
125(2)
A Short Course on Research Methods
127(1)
Questionnaires
127(1)
Attitudinal/Behavioral Measures
127(1)
Achievement/Performance Measures
128(1)
Document and Artifact Analyses
128(1)
Interviews
128(1)
Observation
128(1)
Photos and Videos
129(1)
Planning for Analysis and Interpretation
129(1)
The Research Proposal: Bringing It All Together
130(2)
An Example of Connecting the What and the How
132(5)
Learning Activity 6.1 What's the Purpose Here?
135(1)
Learning Activity 6.2 Scripting My Study
136(1)
Learning Activity 6.3 Will My Study Be Do-able?
136(1)
For Further Reading
137(2)
7 Things to Consider in Writing: Staying in the Right Lane
139(1)
Critical Questions to Guide Your Reading
139(1)
Dialogue 7 Being Clear to Others
139(14)
Writing Introductions
141(1)
Questions to Address
141(1)
Common Elements
142(2)
How Not to Start
144(1)
Good Ways to Start
144(1)
More Tips and Considerations
145(1)
The Nasty Problem of Plagiarism
145(1)
A Cultural Critique
146(1)
Using the Work of Other Authors
146(2)
Using Proper Citation Format
148(3)
Learning Activities 7.1 Freeing Up Your Writing
149(1)
Learning Activity 7.2 Analyzing Writing
150(1)
For Further Reading
151(2)
8 Knowledge Use: Arriving at Your Destination
153(1)
Critical Questions to Guide Your Reading
153(1)
Dialogue 8 How Can the Results of Our Inquiry Be Used for Improvement?
153(16)
Using What You Have Learned
156(1)
Instrumental Use
156(1)
Enlightenment Use
157(1)
Symbolic and Political Use
158(2)
Emancipatory Use
160(1)
Who Cares?: Potential Audiences
161(1)
Academia and Scholars
161(1)
Policymakers
161(1)
Practitioners
162(1)
Communicating for Use
163(1)
Textual-Narrative Representations
163(1)
Visual-Expressive Representations
164(1)
Dialogical Representations
164(2)
Passions and Closing the Loop
166(2)
Learning Activity 8.1 Connecting with Other Audiences
168(1)
For Further Reading
168(1)
References 169(10)
Author Index 179(3)
Subject Index 182(7)
About the Authors 189
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Sharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts Amherst, where she is also Director of the Center for Education Policy. Dr. Rallis has coauthored 10 books, including several on leadership. Her interests include research and evaluation methodology, ethical practice in research and evaluation, education policy and leadership, and school reform. A past president of the American Evaluation Association, Dr. Rallis has been involved with education and evaluation for over three decades as a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Â Gretchen B. Rossman is Chair of the Department of Educational Policy, Research and Administration and Professor of International Education at the Center for International Education at the University of Massachusetts Amherst. Her work focuses on qualitative research design and methods, mixed methods monitoring and evaluation, and inquiry in education, including the analysis and evaluation of educational reform initiatives both in the United States and internationally. She has coauthored nine books, including the major qualitative research texts Learning in the Field (with Sharon F. Rallis) and Designing Qualitative Research (with Catherine Marshall).

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