Critical evaluation of research methods in education

Type :

Presentation

Pages :

6 pages

Format :

.doc

Published date :

02/06/2009

Category :

Social studies

Sub category :

Educational studies

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Summary :

Introduction.
The research needed for social practice.
The research method of teachers' biographies/autobiographies.
Favoured research tool: Questionnaire.
1. Collecting constrained data.
2. Macionis and Plummer's view of an interview.
3. Multiplicity of opinions and approaches.
Dissimilar opinions among researchers on the role of the observer.
1. Complex classification of the observer's roles according to Gold.
2. Two different types of observation according to Spradley and Burns.
Non-participant type of observations.
1. The aim of the study.
2. Data collection methods.
3. A checklist as a form of a highly-structured participant observation.
Conclusion.
Bibliography.

Abstract

On initial consideration, the question posed here seemed to bracket nicely few main points of the subject, but that impression appeared to be inequitable, especially when it came to making judgments concerning different methods and approaches to research projects. The word "method" is derived from the Greek words metá (with) and hódos (the way). Therefore, from etymological perspective, research method is a particular way of doing research, or the principle that informs its organisation. To start with a definition, a concise description of a research method is provided by Macionis & Plummer (1998: 42), who view it as a "systematic plan for conducting research". Another laconic definition of a research method is given by Myers (1997: 241): "A research method is a strategy of inquiry which moves from the underlying philosophical assumptions to research design and data collection."