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Research Methods in Education
This rewritten, expanded and updated 7 th edition of the long-running bestseller Research Methods in Education encompasses the whole range of methods currently employed by educational research at all stages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references.
Chapters new to this edition
Causation, critical educational research, evaluation and the politics of research, including material on cross-cultural research, mixed methods and participatory research
Choosing and planning a research project, including material on sampling, research questions, literature reviews and ethical issues
Meta-analysis, research syntheses and systematic reviews
Virtual worlds and internet research
Using and analysing visual media and data in educational research
Organizing and presenting qualitative data, content analysis, coding and computer analysis, themes, narratives, conversations and discourses, grounded theory
Understanding and choosing statistical tests, descriptive and inferential statistics, multi-dimensional measurement and factor analysis
Research Methods in Education is essential reading for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyse and use research.
The textbook is accompanied by a www.routledge.com/textbooks/cohen7e. PowerPoint slides for every chapter contain an outline of the chapter structure followed by a thorough summary of the key points, ideal for both lecturers and students.? Within the book a variety of internet resources are referred to and these references have been included here, with links to the websites.? A wide range of supplementary documents are available for many chapters, providing additional guidance and examples.? They range from guidelines for the contents of a research proposal with a worked example, to screen-print manuals for using SPSS and QSR N6 NUD*IST (exportable to N-Vivo) plus data files.
Chapters new to this edition
Causation, critical educational research, evaluation and the politics of research, including material on cross-cultural research, mixed methods and participatory research
Choosing and planning a research project, including material on sampling, research questions, literature reviews and ethical issues
Meta-analysis, research syntheses and systematic reviews
Virtual worlds and internet research
Using and analysing visual media and data in educational research
Organizing and presenting qualitative data, content analysis, coding and computer analysis, themes, narratives, conversations and discourses, grounded theory
Understanding and choosing statistical tests, descriptive and inferential statistics, multi-dimensional measurement and factor analysis
Research Methods in Education is essential reading for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyse and use research.
The textbook is accompanied by a www.routledge.com/textbooks/cohen7e. PowerPoint slides for every chapter contain an outline of the chapter structure followed by a thorough summary of the key points, ideal for both lecturers and students.? Within the book a variety of internet resources are referred to and these references have been included here, with links to the websites.? A wide range of supplementary documents are available for many chapters, providing additional guidance and examples.? They range from guidelines for the contents of a research proposal with a worked example, to screen-print manuals for using SPSS and QSR N6 NUD*IST (exportable to N-Vivo) plus data files.
785 pages, Kindle Edition
First published January 1, 1985
64 people are currently reading
232 people want to read
About the author
Louis Cohen
58 books3 followersThere is more than one author by this name on Goodreads.
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Displaying 1 - 20 of 20 reviews
October 30, 2009
It really helps.
December 24, 2023
Good book, am I trying really hard to get to 30 books so including my university text books?!
Read
November 11, 2012its very good
June 21, 2013
Thorough reference book. Quite wordy but a must have for research methods.
September 17, 2017
من القراءات المطلوبة وبالأخص الفصول: ١، ٢ و ٦. ممل، معقد، لكن مهم جدا. يشرح أساسيات البحث الأكاديمي في العلوم الاجتماعية بما فيها اختصاص التعليم، و بالأخص:
ontology, epistemology, and paradigms.
لم أستطع فهمه في أول قراءة، لكن بعد الكثير من البحث والقراءة من مصادر متعددة، عدت لقراءته مجددا وصارت المفاهيم أوضح. لذا نصيحتي لأي طالب/باحث يحتاج لقراءته أن يرافقه بالقراءات الأبسط على المواقع الموثقة أو قراءات مبسطة ليفهمه.
--
مما اقتبسته:
"The epistemological assumption in these instances determine extreme positions on the issues of whether knowledge is something which can be acquired on the one hand, or is something which has to be personally experienced on the other."
**
"… a general doctrine of positivism which held that all genuine knowledge is based on sense experience and can only be advanced by means of observation and experiment."
"they [anti-positivists] would agree that the social world can only be understood from the standpoint of the individuals who are part of the ongoing action being investigated and that their model of a person is an autonomous one, not the plastic version favoured by positivist researchers."
**
"The normative paradigm (or model) contains two major orienting ideas (Douglas, 1973): first, that human behaviour is essentially rule- governed; and second, that it should be investigated by the methods of natural science. The interpretive paradigm, in contrast to its normative counterpart, is characterized by a concern for the individual. Whereas normative studies are positivist, all theories constructed within the context of the interpretive paradigm tend to be anti- positivist."
"Positivism strives for objectivity, measurability, predictability, controllability, patterning, the construction of laws and rules of behavior, and the ascription of causality; the interpretive paradigms strive to understand and interpret the world in terms of its actors. In the former, observed phenomena are important; in the latter, meanings and interpretations are paramount."
"Its [Critical theory OR the paradigm of critical educational research] purpose is not merely to understand situations and phenomena but to change them. In particular, it seeks to emancipate the disempowered, to redress inequality and to promote individual freedoms within a democratic society."
**
"[According to Doll 1993 and opposing Tyler (1949)], Not all knowledge can be included in the curriculum; the curriculum is a selection of what is deemed to be worthwhile knowledge. The justification for that selection reveales the ideologies and power in decision-making in society and through the curriculum. Curriculum is an ideological selection from a range of possible knowledge. This resonates with a principle from Habermas (1972) that knowledge and its selection are neither neutral nor innocent."
ontology, epistemology, and paradigms.
لم أستطع فهمه في أول قراءة، لكن بعد الكثير من البحث والقراءة من مصادر متعددة، عدت لقراءته مجددا وصارت المفاهيم أوضح. لذا نصيحتي لأي طالب/باحث يحتاج لقراءته أن يرافقه بالقراءات الأبسط على المواقع الموثقة أو قراءات مبسطة ليفهمه.
--
مما اقتبسته:
"The epistemological assumption in these instances determine extreme positions on the issues of whether knowledge is something which can be acquired on the one hand, or is something which has to be personally experienced on the other."
**
"… a general doctrine of positivism which held that all genuine knowledge is based on sense experience and can only be advanced by means of observation and experiment."
"they [anti-positivists] would agree that the social world can only be understood from the standpoint of the individuals who are part of the ongoing action being investigated and that their model of a person is an autonomous one, not the plastic version favoured by positivist researchers."
**
"The normative paradigm (or model) contains two major orienting ideas (Douglas, 1973): first, that human behaviour is essentially rule- governed; and second, that it should be investigated by the methods of natural science. The interpretive paradigm, in contrast to its normative counterpart, is characterized by a concern for the individual. Whereas normative studies are positivist, all theories constructed within the context of the interpretive paradigm tend to be anti- positivist."
"Positivism strives for objectivity, measurability, predictability, controllability, patterning, the construction of laws and rules of behavior, and the ascription of causality; the interpretive paradigms strive to understand and interpret the world in terms of its actors. In the former, observed phenomena are important; in the latter, meanings and interpretations are paramount."
"Its [Critical theory OR the paradigm of critical educational research] purpose is not merely to understand situations and phenomena but to change them. In particular, it seeks to emancipate the disempowered, to redress inequality and to promote individual freedoms within a democratic society."
**
"[According to Doll 1993 and opposing Tyler (1949)], Not all knowledge can be included in the curriculum; the curriculum is a selection of what is deemed to be worthwhile knowledge. The justification for that selection reveales the ideologies and power in decision-making in society and through the curriculum. Curriculum is an ideological selection from a range of possible knowledge. This resonates with a principle from Habermas (1972) that knowledge and its selection are neither neutral nor innocent."
December 25, 2018
I read the 4th edition years ago, and compering with this edition (8th) I can find many great updated chapters. Moreover, this edition is more detailed and interpreting the elements of research with more examples and implements.
I think it is very useful reference to do researches.
I think it is very useful reference to do researches.
February 18, 2017
Πολύ χρήσιμο για όποιον ενδιαφέρεται για εκπαιδευτικές έρευνες, είναι ένα πλήρες και απαραίτητο εργαλείο!
April 12, 2020
It is written on a very high level.
December 8, 2022
Saved my essay and my life
September 2, 2025
Really interesting and informative.
December 28, 2016
Yeah thanks, Mr Cohen - 4*
I didn't read it all but the sections that I needed were very useful.
I didn't read it all but the sections that I needed were very useful.
September 2, 2014
Cohen describes the whole research metrology in social science. However, the book is too complicated with its counter arguments of positive and negative opinions of scholars. Yet, it is probably the most useful one to start doing research.
December 19, 2015
This is a somewhat dry field but this book makes it a lot drier than it has to be. It is also not for beginners in the field - there are few definitions and they rely on prior knowledge of the terms. They barely serve as memory triggers. There are better books on the topic.
Currently reading
November 18, 2008I actually only have the 5th edition... but anyway, this book might actually restore my sanity.
December 20, 2010
Bit longwinded. This does summarize a lot of the relevant research methodology, but there are much clearer books out there.
October 25, 2010
Good overview of QT and QL general methods of research. Good to make as a reference book but not in-depth key methodology of your research.
April 10, 2014
در زمینه روشهای تحقیق کتاب فوق العاده خوب و مفیدی هست
Read
April 16, 2018Research all angles.
Displaying 1 - 20 of 20 reviews