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.
Author(s): Susan Rodrigues
Edition: 1
Year: 2010
Language: English
Pages: 220
Cover......Page 1
Using Analytical Frameworks
for Classroom Research......Page 3
Contents......Page 6
Figures......Page 8
Tables......Page 10
Contributors......Page 12
Preface......Page 16
1 Understanding educational achievement and outcomes:
person, process and context......Page 20
2 Observational analysis within case study designs......Page 38
3 Tracking student learning over time using construct-centred
design......Page 57
4 Analysis of interview data using the constant comparative
analysis method......Page 78
5 Using metamatrices to analyse learning from multiple data
sources......Page 91
6 Narrative interrogation: constructing parallel stories......Page 109
7 The potential of using stimulated recall approaches to
explore teacher thinking......Page 128
8 A developing narrative: analysing teachers in training/tutor
conferences......Page 144
9 Exploring talk: identifying register, coherence and cohesion......Page 163
10 How to use pronoun grammar analysis as a methodological
tool for understanding the dynamic lived space of people......Page 182
11 Conclusion: what next?......Page 202
Index......Page 214
