MARC Record from marc_nuls

LEADER: 05419cam 22003494a 4500
001 9920798260001661
005 20150423131747.0
008 011115s2002 enk bf 001 0 eng
010 $a 2001058070
015 $aGBA2-48298
020 $a0335206611
020 $a0335206603 (pbk.)
029 1 $aUKM$bbA248298
035 $a(CSdNU)u108598-01national_inst
035 $a(OCoLC)48467074
035 $a(Sirsi) 01-AAP-1240
040 $aDLC$cDLC$dUKM$dC#P$dOCL$dOrPss
042 $apcc
049 $aCNUM
050 00 $aLB2369$b.B345 2002
100 1 $aBell, Judith,$d1930-
245 10 $aLearning from research :$bgetting more from your data /$cJudith Bell and Clive Opie.
260 $aBuckingham ;$aPhildelphia :$bOpen University Press,$c2002.
300 $axiv, 261 p. ;$c23 cm.
504 $aIncludes bibliographical references (p. [250]-253) and index.
505 0 $aThe descriptive study -- Critics of descriptive studies -- The preparation -- The sample and the timing -- The search for key issues -- The hypothesis -- Moving on to data collection -- The first task and the value of pilot studies -- The questionnaire -- A hitch -- The finally approved questionnaire -- Question types and the selection of variables -- Using computer statistical packages -- Preparing data for the computer: codes and coding -- The wretched grids -- So what, in Helen's opinion, caused difficulties? -- What did Helen learn from her experience? -- Well, was it all worth the pain, the scars and the anxiety? -- The evaluation study -- Background to the study, obtaining permission and reviewing the literature -- Obtaining permission -- The review of the literature -- Theory and conceptual frameworks -- The preparation -- Concepts to indicators -- Operationalization of the concepts -- Guiding questions on 'admission criteria' -- The size of the task -- The design and wording of the questionnaire -- The questionnaire -- The pilot exercise -- Grouping responses -- The distribution of the questionnaire -- The vexed question of anonymity and confidentiality -- The findings -- The descriptive statistics -- The correlation coefficients -- Correlation and causation -- All's well that ended well? -- The experimental study -- Background to the study -- The literature review -- Obtaining permission and ethical dilemmas in experimental research -- Aims and purpose of the study -- Independent and dependent variables -- Control and experimental groups -- The CBL support package and WinEcon -- The plan for data collection and analysis -- The statistical tests -- The hypotheses -- The interviews -- The observations -- The results -- The statistical tests -- The interviews -- The observations -- Overall findings -- The CBL support package and the achievement of learning outcomes -- Meeting the needs of students as learners -- The development-cost ratios -- Limitations of the study and recommendations -- The ethnographic study -- Statement of the problem and purpose of the study -- The research focus -- The context and boundaries of the topic -- Setting the scene and the analysis of documentary evidence -- The Western Australian Education Acts -- Reports and other documentation -- The review of the literature -- Legal construction -- Academic construction -- Community construction -- Historical construction -- Drawing together the threads -- The research contract and the principle of informed consent -- The fieldwork -- Methods of data collection -- Key individuals, groups, institutions and agencies (the stakeholders) -- The interviews -- Gatekeepers -- Personal involvement -- The development of skills and understanding -- The management of information -- Into and out of the fog -- Analysing the data -- The findings -- Triangulation -- 'Reading' the culture of compulsory education -- A solution to the problem? -- The three research questions -- Reflexivity -- The promise of confidentiality and anonymity -- So what did she learn from her research experience? -- The survey -- Background to the study -- Consulting the literature -- The review of the literature -- What did he learn from his study of the literature? -- The preparation and planning -- The population -- The questionnaires -- The pilot study -- Distribution and return of questionnaire -- Staff response rate -- The staff questionnaire -- Staff background -- Characteristics of effective teaching -- Staff confidence in means of evaluation -- Potential biasing factors which may affect the reliability of SET -- Discussion of the findings -- Following the analysis trail: staff background variables and the five most and least important characteristics of effective teaching -- Continuing the analysis trail: staff perceptions of students' appropriateness for evaluating teaching effectiveness -- Departmental differences -- What else did he do? -- The consistency and stability of the polytechnic SET results and the appropriateness of students to evaluate teaching -- Differences between Western and Asian approaches to SET -- Learning from research.
650 0 $aDissertations, Academic$vHandbooks, manuals, etc.
650 0 $aResearch$vHandbooks, manuals, etc.
650 0 $aReport writing$vHandbooks, manuals, etc.
700 1 $aOpie, Clive,$d1953-
948 $a12/10/2002$b12/19/2002
999 $aLB 2369 B345 2002$wLC$c1$i31786101522701$d8/30/2004$e4/29/2004 $f8/30/2004$g1$lCIRCSTACKS$mNULS$n3$rY$sY$tBOOK$u12/19/2002