Enhanced descriptions from Syndetics:

* How do I begin to plan my research?
* How can I be sure that I am collecting useful data and analysing it appropriately?
* Do I need a sophisticated understanding of statistics in order to carry out high quality research?

If these are questions which concern you, then you will find great support in this reassuring and down to earth book. It tells the story of five postgraduate researchers on their journey to successful completion of Master of Education or PhD degrees. Four of the five were new to research, had demanding full time jobs and so were researching part time - and at a distance. All four undertook quantitative studies and even though two of them claimed to be 'afraid of stats' at the beginning, they all succeeded in producing quality theses. The fifth researcher had previous relevant research experience and had an award which enabled her to carry out a full time qualitative investigation at doctoral level. All five faced sharp learning curves at various times but they learnt from their experiences, as we all do. They discuss very openly some of the mistakes they made, the lessons they learnt and, with hindsight, how they might have done things differently.

A comprehensive glossary, key quotations in boxes and detailed annotated further reading combined with a straightforward writing style make this an invaluable text for any researcher.

Table of contents provided by Syndetics

• List of figures and tables (p. xiii)
• Acknowledgements (p. xv)
• Introduction (p. 1)
• Part 1 The descriptive study (p. 5)
• 1.1 Background to the study and critics of descriptive studies (p. 7)
• The topic (p. 8)
• Critics of descriptive studies (p. 9)
• 1.2 The preparation (p. 11)
• The sample and the timing (p. 11)
• The search for key issues (p. 12)
• The hypothesis (p. 13)
• 1.3 Moving on to data collection (p. 15)
• The first task and the value of pilot studies (p. 15)
• The questionnaire (p. 16)
• A hitch (p. 17)
• The finally approved questionnaire (p. 17)
• Question types and the selection of variables (p. 19)
• 1.4 Using computer statistical packages (p. 21)
• Preparing data for the computer: codes and coding (p. 22)
• 1.5 The wretched grids (p. 26)
• 1.6 Discussion (p. 30)
• So what, in Helen's opinion, caused difficulties? (p. 31)
• What did Helen learn from her experience? (p. 35)
• Well, was it all worth the pain, the scars and the anxiety? (p. 36)
• Further reading (p. 37)
• Checklist (p. 39)
• Part 2 The evaluation study (p. 41)
• 2.1 Background to the study, obtaining permission and reviewing the literature (p. 43)
• Introduction (p. 43)
• Obtaining permission (p. 44)
• The review of the literature (p. 44)
• Theory and conceptual frameworks (p. 45)
• 2.2 The preparation (p. 46)
• Concepts to indicators (p. 48)
• 2.3 Operationalization of the concepts (p. 50)
• Guiding questions on 'admission criteria' (p. 50)
• The size of the task (p. 52)
• The design and wording of the questionnaire (p. 53)
• 2.4 The questionnaire (p. 55)
• The pilot exercise (p. 55)
• Grouping responses (p. 56)
• The distribution of the questionnaire (p. 57)
• The vexed question of anonymity and confidentiality (p. 60)
• 2.5 The findings (p. 62)
• The descriptive statistics (p. 62)
• The correlation coefficients (p. 66)
• Correlation and causation (p. 67)
• 2.6 Discussion (p. 68)
• All's well that ended well? (p. 71)
• Further reading (p. 73)
• Checklist (p. 75)
• Part 3 The experimental study (p. 79)
• 3.1 Background to the study (p. 81)
• 3.2 The literature review (p. 84)
• 3.3 Obtaining permission and ethical dilemmas in experimental research (p. 88)
• 3.4 Aims and purpose of the study (p. 91)
• Independent and dependent variables (p. 92)
• Control and experimental groups (p. 93)
• The CBL support package and WinEcon (p. 95)
• 3.5 The plan for data collection and analysis (p. 96)
• The statistical tests (p. 96)
• The hypotheses (p. 97)
• The interviews (p. 98)
• The observations (p. 100)
• 3.6 The results (p. 101)
• The statistical tests (p. 101)
• The interviews (p. 102)
• The observations (p. 104)
• 3.7 Overall findings (p. 107)
• The CBL support package and the achievement of learning outcomes (p. 108)
• Meeting the needs of students as learners (p. 111)
• The development-cost ratios (p. 114)
• 3.8 Limitations of the study and recommendations (p. 115)
• 3.9 Discussion (p. 117)
• Further reading (p. 121)
• Checklist (p. 123)
• Part 4 The ethnographic study (p. 127)
• 4.1 Statement of the problem and purpose of the study (p. 129)
• The research focus (p. 130)
• The context and boundaries of the topic (p. 131)
• 4.2 Setting the scene and the analysis of documentary evidence (p. 133)
• The Western Australian Education Acts (p. 133)
• Reports and other documentation (p. 134)
• 4.3 The review of the literature (p. 137)
• Legal construction (p. 139)
• Academic construction (p. 139)
• Community construction (p. 140)
• Historical construction (p. 141)
• Drawing together the threads (p. 142)
• 4.4 The research contract and the principle of informed consent (p. 144)
• 4.5 The fieldwork (p. 147)
• Methods of data collection (p. 148)
• Key individuals, groups, institutions and agencies (the stakeholders) (p. 149)
• The interviews (p. 149)
• Gatekeepers (p. 150)
• Personal involvement (p. 151)
• The development of skills and understanding (p. 151)
• The management of information (p. 152)
• Into and out of the fog (p. 154)
• 4.6 Analysing the data (p. 157)
• The findings (p. 159)
• Triangulation (p. 159)
• 'Reading' the culture of compulsory education (p. 160)
• 4.7 A solution to the problem? (p. 163)
• 4.8 Discussion (p. 166)
• The three research questions (p. 166)
• Reflexivity (p. 167)
• The promise of confidentiality and anonymity (p. 168)
• So what did she learn from her research experience? (p. 169)
• Further reading (p. 171)
• Checklist (p. 174)
• Part 5 The survey (p. 179)
• 5.1 Background to the study (p. 181)
• Introduction (p. 181)
• Consulting the literature (p. 183)
• The review of the literature (p. 184)
• What did he learn from his study of the literature? (p. 187)
• 5.2 The preparation and planning (p. 189)
• The research questions (p. 189)
• The population (p. 190)
• The questionnaires (p. 191)
• The pilot study (p. 192)
• Distribution and return of questionnaire (p. 192)
• Staff response rate (p. 192)
• 5.3 The staff questionnaire (p. 194)
• Staff background (p. 195)
• Characteristics of effective teaching (p. 198)
• Staff confidence in means of evaluation (p. 202)
• Potential biasing factors which may affect the reliability of SET (p. 205)
• 5.4 Discussion of the findings (p. 206)
• Following the analysis trail: staff background variables and the five most and least important characteristics of effective teaching (p. 206)
• Continuing the analysis trail: staff perceptions of students' appropriateness for evaluating teaching effectiveness (p. 210)
• Departmental differences (p. 212)
• What else did he do? (p. 213)
• The consistency and stability of the polytechnic SET results and the appropriateness of students to evaluate teaching (p. 214)
• Differences between Western and Asian approaches to SET (p. 215)
• 5.5 Discussion (p. 217)
• Further reading (p. 222)
• Checklist (p. 224)
• Postscript (p. 227)
• Learning from research (p. 229)
• Glossary (p. 233)
• References (p. 250)
• Index (p. 255)

Author notes provided by Syndetics