Using Analytical Frameworks for Classroom Research
Collecting Data and Analysing Narrative
This introductory collection brings together contributions from a range of international researchers, each working within their own traditions, to explore current perspectives on the use of analytical approaches in education. Providing a close examination of cutting-edge data analysis techniques, each contribution describes a set of tools to assist prospective researchers as they decide which analytical approach or approaches best suit their own research endeavours.
Exploring theoretical approaches from both a macro and a micro perspective, each chapter:
- Outlines the theoretical assumptions of the approach
- Highlights the constraints and tensions within the approach
- Contextualises the tradition in which the approach is located
- Provides data and case studies to illustrate how the approach is used in classroom research and the realities of practice
In the final chapter a cross-comparison between the approaches covered is presented, allowing researchers to better understand which approach is most suitable for their project.
Essential reading for all those interested in the theory behind the analytical approach, this book will appeal to all postgraduates, researchers, and academics engaged in research in educational settings.
Table of Contents
Foreword 1. Understanding Educational Achivement: Person, process and content Mary Ainley and Sarah Buckley 2. Observational Analysis within Case Study Designs Divya Jindal-Snape and Keith Topping 3. Tracking Student Learning Over Time Using Construct Centred Design Namsoo Shin, Shawn Y. Stevens, and Joseph Krajcik 4. Anslysis of Interview Data Using the Constant Comparative Analysis Method Nicos Valanides 5. Using Metamatrices to Analyse Learning from Multiple Data Sources Lindsey N Conner 6. Narrative Interrogation: Constructing Parallel Stories Beverley France 7. The Potential of Using Simulated Recall Approaches to Explore Teacher Thinking Paul Denley and Keith Bishop 8. A Developing Narrative: Analysing Teachers in Training/Tutor Conferences Charles Anderson and Pauline Sangster 9. Exploring Talk: Identifying Register, Coherence and Cohesion Susan Rodrigues 10. How to Use Pronoun Grammar Analysis as a Methodological Tool for Understanding the Dynamic Lived Space of People Christine Redman and Rod Fawns 11. Conclusion: What Happens Next? Susan Rodrigues
Susan Rodrigues is Professor of Science Education in the School of Education, Social Work and Community Education at the University of Dundee.