Efnisyfirlit

• Cover Page
• Title Page
• Copyright page
• Dedication page
• ABOUT THIS BOOK
  • The focus of the book
  • Why it is important to study research methods
  • The structure of the book
  • How to use the book
• ABOUT THE AUTHORS
• GUIDE TO USING THIS BOOK
  • MASTER THE ESSENTIALS
  • CONSOLIDATE YOUR UNDERSTANDING
  • LEARN FROM REAL RESEARCH
  • TAKE YOUR LEARNING FURTHER
  • PUT YOUR KNOWLEDGE INTO PRACTICE
  • DELVE INTO YOUR DATA
• LEARN FROM EXPERIENCE: THE SOCIAL RESEARCH METHODS GRADUATE PANEL
• WHAT DOES A GLOBAL PANDEMIC MEAN FOR SOCIAL RESEARCH? A MESSAGE FROM THE AUTHORS
• RESOURCES FOR LECTURERS
• NEW TO THIS EDITION
• ACKNOWLEDGEMENTS
• SHAPED BY YOUR FEEDBACK: OUR ACADEMIC ADVISORS
• ABBREVIATIONS
• PART ONE THE RESEARCH PROCESS
  • CHAPTER 1 THE NATURE AND PROCESS OF SOCIAL RESEARCH
    • 1.1 Introduction
    • 1.2 Social research: what is it and why do it?
      • What is ‘social research’?
      • Why do social research?
    • 1.3 The context of social research methods
      • Theory and its role in research
      • Existing knowledge: the literature
      • Epistemological and ontological questions
      • Values, ethics, and politics
    • 1.4 The main elements of social research
      • Literature review
      • Concepts and theories
      • Research questions
      • Sampling
      • Data collection
      • Data analysis
      • Writing up
    • 1.5 The messiness of social research
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
  • CHAPTER 2 SOCIAL RESEARCH STRATEGIES QUANTITATIVE RESEARCH AND QUALITATIVE RESEARCH
    • 2.1 Introduction
    • 2.2 Theory and research
      • What type of theory?
      • Deductive and inductive theory
        • The deductive approach
        • The inductive approach
        • Considering deduction and induction together
    • 2.3 Epistemological considerations
      • Positivism
      • Interpretivism
        • Hermeneutics and ‘Verstehen’
        • Phenomenology
        • Symbolic interactionism
        • The process of interpretation
    • 2.4 Ontological considerations
      • Objectivism
      • Constructionism
      • Ontology and social research
    • 2.5 Research strategy: quantitative and qualitative research
    • 2.6 Further influences on how we conduct social research
      • Values
        • The value-free approach
        • The reflexive approach
        • The conscious partiality approach
      • Practical considerations
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
  • CHAPTER 3 RESEARCH DESIGNS
    • 3.1 Introduction
    • 3.2 Quality criteria in social research
      • Reliability
      • Replication
      • Validity
      • The relationship between quality criteria and research strategy
    • 3.3 Experimental design
      • Features of the classical experimental design
      • Classical experimental design and validity
        • Internal validity of an experiment
        • External validity of an experiment
        • Ecological validity of an experiment
        • Replicability of an experiment
      • The laboratory experiment
      • Quasi-experiments
      • The significance of experimental design
    • 3.4 Cross-sectional design
      • Features of the cross-sectional design
      • Reliability, replicability, and validity
      • Non-manipulable variables
      • Cross-sectional design and research strategy
    • 3.5 Longitudinal designs
      • Features of longitudinal designs
        • Panel studies
        • Cohort studies
        • Comparing panel and cohort studies
      • Reliability, replicability, and validity
      • Problems associated with longitudinal designs
      • Longitudinal designs and research strategy
    • 3.6 Case study design
      • Features of the case study design
      • Types of case
      • Longitudinal research and the case study
      • Reliability, replicability, and validity
    • 3.7 Comparative design
      • Features of the comparative design
      • Reliability, replicability, and validity
      • The multiple-case study
    • 3.8 Bringing research strategy and research design together
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 4 PLANNING A RESEARCH PROJECT AND FORMULATING RESEARCH QUESTIONS
    • 4.1 Introduction
    • 4.2 Preparing for your project
      • What does your institution expect from you?
      • Working with your supervisor
      • Working with the time and resources available
        • Managing your time
        • Managing your resources
    • 4.3 Starting your project
      • Formulating suitable research questions
        • Sources of research questions
        • Types of research questions
        • Evaluating research questions
      • Writing your research proposal
      • Preparing to conduct your research
    • 4.4 Doing your research and analysing your results
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 5 REVIEWING THE LITERATURE
    • 5.1 Introduction
    • 5.2 Narrative reviews
      • What is a narrative review?
      • Why conduct a narrative review?
      • Getting the most from your reading
    • 5.3 Systematic reviews
      • What is a systematic review?
      • Evaluating the systematic review
    • 5.4 Searching the existing literature
      • Online databases
      • Keywords and defining search parameters
    • 5.5 Referencing your work
      • Methods of referencing
        • The Harvard system
        • Footnotes and endnotes
      • The role of the bibliography or reference list
    • 5.6 Avoiding plagiarism
      • What is plagiarism?
      • Why is it important to avoid plagiarism?
      • How can you avoid plagiarism?
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 6 ETHICS AND POLITICS IN SOCIAL RESEARCH
    • 6.1 Introduction
    • 6.2 Existing ethical guidance
      • Guidance from professional associations
      • Guidance from your institution
    • 6.3 Thinking about ethics in social research
      • The difficulties of discussing ethics
      • Stances on ethics
        • Universalism
        • Situation ethics
        • Ethical transgression is widespread
        • ‘Anything goes’ (more or less)
        • Deontological versus consequentialist ethics
    • 6.4 Ethical principles for conducting social research
      • Avoidance of harm for participants
      • Avoidance of harm for researchers
      • Informed consent
      • Privacy
      • Deception
    • 6.5 The difficulties of ethical decision-making
      • Ethical dilemmas
      • Ethical issues for secondary data
      • Ethical issues for online data
      • Ethical issues for visual data
    • 6.6 Politics in social research
      • Taking sides in research
        • The positionality debate
        • Being an insider/outsider
      • Funding of research
      • Gaining access
      • Working with and within a research setting
      • Working in a team
      • Publishing findings
      • Method and expertise
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
• PART TWO QUANTITATIVE RESEARCH
  • CHAPTER 7 THE NATURE OF QUANTITATIVE RESEARCH
    • 7.1 Introduction
    • 7.2 What is quantitative research?
    • 7.3 The main preoccupations of quantitative researchers
      • Measurement
      • Causality
      • Generalization
      • Replication
    • 7.4 The main steps in quantitative research
    • 7.5 Concepts and their measurement
      • What is a concept?
      • Why measure?
      • How do we measure?
        • Devising indicators
        • Using multiple-indicator measures
      • Dimensions of concepts
    • 7.6 Reliability and validity of measures
      • Reliability
        • Stability
        • Internal reliability
        • Inter-rater reliability
      • Validity
        • Face validity
        • Criterion validity: concurrent and predictive validity
        • Construct validity
        • Convergent validity
      • Reflections on reliability and validity
    • 7.7 The critique of quantitative research
      • Treating the social world the same as ‘the world of nature’
      • An artificial measurement process
      • Limited connection to everyday life
      • A static view of social life
      • The feminist critique
    • 7.8 From theory to practice
      • Reverse operationism
      • Reliability and validity testing
      • Sampling
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
  • CHAPTER 8 SAMPLING IN QUANTITATIVE RESEARCH
    • 8.1 Introduction
    • 8.2 What is sampling?
    • 8.3 Sampling error
    • 8.4 Probability sampling
      • Types of probability sample
        • Simple random sample
        • Systematic sample
        • Stratified random sampling
        • Multi-stage cluster sampling
      • The qualities of a probability sample
    • 8.5 Types of non-probability sampling
      • Convenience sampling
      • Snowball sampling
      • Quota sampling
    • 8.6 Sample size
      • Absolute and relative sample size
      • Time and cost
      • Non-response
      • Heterogeneity of the population
      • Kind of analysis
    • 8.7 Sampling issues in online surveys
    • 8.8 Limits to generalization
    • 8.9 Error in survey research and the role of sampling
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 9 STRUCTURED INTERVIEWING
    • 9.1 Introduction
    • 9.2 The structured interview
      • Advantages of the structured interview
        • Reducing error due to interviewer variability
        • Accuracy and ease of data processing
      • Other types of interview
    • 9.3 Interview contexts
      • In person, video interview, or telephone?
      • Computer-assisted interviewing
      • More than one interviewee
    • 9.4 Preparing to conduct a structured interview
      • Approaching interviewees
      • Knowing the schedule
      • Question wording
      • Question order
      • Training and supervision
    • 9.5 Conducting a structured interview
      • Building rapport
      • Asking questions
        • Probing
        • Prompting
      • Recording answers
    • 9.6 Ending a structured interview
    • 9.7 Problems with structured interviewing
      • Characteristics of interviewers
      • Response sets
        • Acquiescence
        • Social desirability bias
      • The problem of meaning
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 10 SELF-COMPLETION QUESTIONNAIRES
    • 10.1 Introduction
    • 10.2 Different forms of self-completion questionnaires
    • 10.3 Comparing self-completion questionnaires with structured interviews
      • Advantages of self-completion questionnaires compared with structured interviews
        • Cheaper to administer
        • Quicker to administer
        • Free from interviewer effects
        • Free from interviewer variability
        • Convenient for respondents
      • Disadvantages of self-completion questionnaires compared with structured interviews
        • Researcher cannot prompt
        • Researcher cannot probe
        • Respondents may not want to answer questions that are not relevant to them
        • Other kinds of question are difficult to ask
        • Questionnaire can be read as a whole
        • Questionnaire may not be completed by the intended respondent
        • Researcher cannot collect additional data
        • Number of questions must be limited
        • Format may exclude some respondents
        • Participants more likely to omit answers, leading to missing data
        • Response rates tend to be lower
    • 10.4 Designing a self-completion questionnaire
      • Consider presentation and layout
      • Provide clear instructions about how to respond
      • Keep question and answers together
    • 10.5 Email and online surveys
      • Email surveys
      • Online surveys
    • 10.6 Mixed modes of administering surveys
    • 10.7 Choosing which mode to use to administer your survey
    • 10.8 Diaries as a form of self-completion questionnaire
    • 10.9 Experience and event sampling
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 11 ASKING QUESTIONS
    • 11.1 Introduction
    • 11.2 Question formats: open- or closed-ended?
      • Open-ended questions
        • Advantages
        • Disadvantages
      • Closed-ended questions
        • Advantages
        • Disadvantages
    • 11.3 Types of questions
      • Personal factual questions
      • Factual questions about others
      • Informant factual questions
      • Questions about attitudes
      • Questions about beliefs
      • Questions about normative standards and values
      • Questions about knowledge
      • Choosing the right types of question
    • 11.4 Vignette questions
    • 11.5 Rules for designing questions
      • General principles
        • Always bear in mind your research questions
        • What do you want to know?
        • How would you answer it?
      • DOs when designing questions
        • Make sure the respondent has the necessary knowledge
        • Make sure there is symmetry between a closed-ended question and its answers
        • Make sure the answers for a closed-ended question are balanced
        • Consider whether to use middle alternatives in attitude scales
      • DON’Ts when designing questions
        • Avoid using ambiguous terms in questions
        • Avoid using long questions
        • Avoid using double-barrelled questions
        • Avoid using very general questions
        • Avoid using leading questions
        • Avoid asking two questions in one
        • Avoid using questions that include negatives
        • Avoid using technical terms
        • Avoid stretching respondents’ memories too far
        • Avoid using ‘tick all that apply’ closed-ended questions
    • 11.6 Piloting and pre-testing questions
    • 11.7 Using existing questions
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 12 STRUCTURED OBSERVATION
    • 12.1 Introduction
    • 12.2 Why observe behaviour?
    • 12.3 Conducting structured observation
      • The observation schedule
      • Strategies for observing behaviour
      • Sampling for an observation
        • Sampling people
        • Sampling in terms of time
        • Other sampling considerations
    • 12.4 Field stimulations as a form of structured observation
    • 12.5 Analysing structured observation data
    • 12.6 Evaluating structured observation
      • Advantages of structured observation
      • Challenges of structured observation
        • Structured observation cannot explore the reasons behind behaviour
        • Issues of reliability in structured observation
        • Issues of validity in structured observation
        • Structured observation risks imposing an unhelpful framework
        • Structured observation generates fragmented data
        • Structured observation neglects the context of behaviour
        • Structured observation can pose ethical challenges
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 13 CONTENT ANALYSIS
    • 13.1 Introduction
    • 13.2 What is content analysis?
    • 13.3 Conducting content analysis
      • Determining the focus
      • Selecting a sample
        • Sampling media
        • Sampling dates
      • Deciding what to count
        • Significant actors
        • Words
        • Subjects and themes
        • Dispositions
      • Devising a coding scheme
        • Coding schedule
        • Coding manual
        • Potential difficulties with devising coding schemes
    • 13.4 Content analysis of particular types of data
      • Content analysis of online data
        • Websites
        • Blogs
        • Online forums
        • Social media
      • Content analysis of visual materials
    • 13.5 Evaluating content analysis
      • Advantages of content analysis
      • Disadvantages of content analysis
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 14 USING EXISTING DATA
    • 14.1 Introduction
    • 14.2 Secondary analysis of other researchers’ data
      • Advantages of secondary analysis
        • Reduced costs and time
        • High-quality data
        • Opportunity for longitudinal analysis
        • Opportunity for subgroup analysis
        • Opportunity for cross-cultural analysis
        • More time for data analysis
        • Possible new interpretations
        • The wider obligations of the social researcher
      • Limitations of secondary analysis
        • Lack of familiarity with data
        • Complexity of the data
        • No control over data quality
        • Absence of key variables
      • Accessing data archives
    • 14.3 Meta-analysis
    • 14.4 Official statistics
      • Advantages of official statistics
      • Limitations of official statistics
    • 14.5 Big Data
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 15 QUANTITATIVE DATA ANALYSIS
    • 15.1 Introduction
    • 15.2 Approaching quantitative data analysis
    • 15.3 An example of a small research project
    • 15.4 Types of variable
    • 15.5 Univariate analysis
      • Frequency tables
      • Diagrams
        • Bar charts
        • Pie charts
        • Histograms
        • Infographics
      • Measures of central tendency
        • Arithmetic mean
        • Median
        • Mode
      • Measures of dispersion
        • Range
        • Standard deviation
      • Boxplots: displaying both central tendency and dispersion
    • 15.6 Bivariate analysis
      • Relationships, not causality
      • Contingency tables
      • Line graphs
      • Pearson’s r
      • Spearman’s rho
      • Phi and Cramér’s V
      • Comparing means and eta
    • 15.7 Multivariate analysis
      • Could the relationship be spurious?
      • Could there be an intervening variable?
      • Could a third variable moderate the relationship?
      • Multiple regression
    • 15.8 Statistical significance
      • The chi-square test
      • Correlation and statistical significance
      • Comparing means and statistical significance
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
• PART THREE QUALITATIVE RESEARCH
  • CHAPTER 16 THE NATURE OF QUALITATIVE RESEARCH
    • 16.1 Introduction
    • 16.2 What is qualitative research?
      • Traditions and perspectives in qualitative research
      • Data-collection methods in qualitative research
    • 16.3 The main preoccupations of qualitative researchers
      • Seeing through the eyes of the people being studied
      • The importance of context
      • Emphasis on process
      • Flexibility
      • Concepts and theory that are grounded in data
    • 16.4 The main steps in qualitative research
      • Step 1. General research question(s)
      • Step 2. Selection of relevant site(s) and subjects
      • Step 3. Collection of relevant data
      • Step 4. Interpretation of data
      • Step 5. Conceptual and theoretical work
      • Steps 5a and 5b. Tighter specification of the research question(s) and collection of further data
      • Step 6. Writing up findings/conclusions
    • 16.5 Theory and concepts in qualitative research
    • 16.6 Research quality and qualitative research
      • The use of reliability and validity in qualitative research
      • Alternative criteria for evaluating qualitative research
        • Lincoln and Guba’s criteria
          • Trustworthiness
          • Authenticity
        • Tracy’s criteria
      • Between quantitative and qualitative research criteria
        • Hammersley on validity
        • Hammersley on relevance
      • Overview of the issue of quality criteria
    • 16.7 The critique of qualitative research
      • Too subjective
      • Difficult to replicate
      • Problems of generalization
      • Lack of transparency
    • 16.8 From theory to practice
    • 16.9 Comparing quantitative and qualitative research
      • Differences between quantitative and qualitative research
      • Similarities between quantitative and qualitative research
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
  • CHAPTER 17 SAMPLING IN QUALITATIVE RESEARCH
    • 17.1 Introduction
    • 17.2 Levels of sampling
    • 17.3 What is purposive sampling?
    • 17.4 Common forms of purposive sampling
      • Theoretical sampling
      • Generic purposive sampling
      • Snowball sampling
    • 17.5 Key considerations for sampling in qualitative research
      • Sample size
      • Sampling contexts as well as people
      • Using more than one sampling approach
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 18 ETHNOGRAPHY AND PARTICIPANT OBSERVATION
    • 18.1 Introduction
    • 18.2 What are ethnography and participant observation?
    • 18.3 Doing ethnography
      • Gaining access to a research setting
        • Overt versus covert ethnography
        • Access to closed settings
        • Access to open/public settings
        • Ongoing access
        • Key informants
      • The roles of the ethnographic researcher
        • Field roles
        • Active or passive?
      • Taking field notes
        • Strategies for taking field notes
        • Types of field notes
        • Should the ethnographer be visible in field notes?
        • How comprehensive should field notes be?
      • Bringing ethnographic research to an end
    • 18.4 Writing ethnography
    • 18.5 Reflecting on ethnography
      • Newer forms of ethnography
        • Online ethnography
        • Visual ethnography
      • Can there be a feminist ethnography?
      • The changing nature of ethnography
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 19 INTERVIEWING IN QUALITATIVE RESEARCH
    • 19.1 Introduction
    • 19.2 The qualitative interview
      • Qualitative interviews vs structured interviews
      • Types of qualitative interview
    • 19.3 Preparing to conduct a qualitative interview
      • Semi-structured or unstructured interview?
      • Preparing an interview guide
      • Practical preparations
    • 19.4 Conducting a qualitative interview
      • Qualities of an effective interviewer
      • Using an interview guide
      • Methods of interviewing
        • Vignettes and photo-elicitation
        • The mobile interview approach
        • Telephone interviewing
        • Interviewing via email or online messaging
        • Video call interviewing
      • Recording and transcription
        • Why record and transcribe?
        • The process of recording and transcribing
    • 19.5 Ending a qualitative interview
    • 19.6 Life history and oral history interviewing
      • Life history interviews
      • Oral history interviews
    • 19.7 Evaluating qualitative interviewing
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 20 FOCUS GROUPS
    • 20.1 Introduction
    • 20.2 What is a focus group?
      • Exploring how people construct meaning through social interactions
      • Using group dynamics to obtain better data
      • Giving participants freedom to shape the discussion
    • 20.3 Conducting focus groups
      • Number of groups
      • Size of groups
      • Level of moderator involvement
      • Selecting participants
      • Asking questions
      • Beginning and finishing
      • Recording and transcription
    • 20.4 Group interaction in focus group sessions
      • Complementary and argumentative interactions
      • Analysing group interactions
    • 20.5 Online focus groups
      • Synchronous and asynchronous groups
      • Conducting an online focus group
      • Advantages and disadvantages of online focus groups
    • 20.6 Limitations of focus groups
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 21 LANGUAGE IN QUALITATIVE RESEARCH
    • 21.1 Introduction
    • 21.2 Conversation analysis
      • What is conversation analysis?
      • Principles of conversation analysis
      • Transcription and attention to detail
      • Basic tools of conversation analysis
        • Turn-taking
        • Adjacency pairs
        • Preference organization
        • Repair mechanisms
      • Evaluating conversation analysis
        • CA’s restrictive nature
        • The trivial focus of analysis
    • 21.3 Discourse analysis
      • What is discourse analysis?
      • Aims of discourse analysis
        • Uncovering interpretative repertoires
        • Producing ‘facts’
          • Rhetorical devices
          • Quantification rhetoric
      • Critical discourse analysis
      • Evaluating discourse analysis
    • 21.4 Overview of language analysis in qualitative research
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 22 DOCUMENTS AS SOURCES OF DATA
    • 22.1 Introduction
    • 22.2 The nature of ‘documents’
    • 22.3 Personal documents
      • Diaries, letters, and autobiographies
      • Visual objects
    • 22.4 Official documents
      • Official documents produced by the state
      • Official documents from private sources
    • 22.5 Mass-media documents
    • 22.6 Digital media
      • Websites
      • Blogs and vlogs
      • Chatrooms, forums, and online communities
      • Social media
    • 22.7 Interpreting documents
      • Do documents reflect reality?
      • Approaches to interpreting documents
        • Qualitative content analysis
        • Semiotics
    • 22.8 An overview of documentary research
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 23 QUALITATIVE DATA ANALYSIS
    • 23.1 Introduction
    • 23.2 An overview of qualitative data analysis
    • 23.3 Analytic induction
    • 23.4 Grounded theory
      • Tools of grounded theory
      • Coding in grounded theory
      • Processes and outcomes of grounded theory
      • Criticisms of grounded theory
    • 23.5 Coding qualitative data
      • How to code qualitative data
      • Problems with coding qualitative data
    • 23.6 Thematic analysis
      • The Framework approach to thematic analysis
      • How to identify themes using the Framework approach
      • Thematic analysis as the basis for a generic approach to qualitative data analysis
    • 23.7 Narrative analysis
      • Features of narrative analysis
      • Criticisms of narrative analysis
    • 23.8 Synthesizing qualitative studies
      • Meta-ethnography
      • Thematic synthesis
    • 23.9 Computer-assisted qualitative data analysis software (CAQDAS)
      • The increasing use of CAQDAS
      • Evaluating CAQDAS
        • Potential problems with using CAQDAS
        • Benefits of CAQDAS
      • Should you use CAQDAS?
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
• PART FOUR MIXED METHODS RESEARCH AND WRITING UP
  • CHAPTER 24 MIXED METHODS RESEARCH
    • 24.1 Introduction
    • 24.2 Why mix methods?
      • Triangulation
      • Completeness
      • Sampling
      • Enhancement
    • 24.3 How definitive is the quantitative/qualitative divide?
      • Epistemological and ontological positions
        • The paradigm argument
        • The embedded methods argument
      • The ‘divisions’ between quantitative and qualitative research
        • Numbers vs words
        • ‘Qualitative’ characteristics in quantitative research
        • Quasi-quantification
        • Digital data as hybrid
    • 24.4 Types of mixed methods research
      • The convergent design
      • The explanatory sequential design
      • The exploratory sequential design
    • 24.5 Conducting mixed methods research
      • What is the added value of using mixed methods?
      • Is the research design appropriate for the research question(s)?
      • How will the data be integrated?
      • Are the ethical procedures thorough for both methods?
      • Is the project doable within the time frame?
      • Further considerations
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
  • CHAPTER 25 WRITING UP SOCIAL RESEARCH
    • 25.1 Introduction
    • 25.2 Tips for a successful write-up
      • Start early
      • Structure your writing
      • Be persuasive
      • Signpost your work
      • Justify your decisions
      • Maintain an argument
      • Get to know your institution’s writing conventions and expectations
      • Avoid discriminatory language
      • Get feedback
      • Fulfil your obligations
    • 25.3 How to structure your write-up
      • Title page
      • Acknowledgements
      • List of contents
      • Abstract
      • Introduction
      • Literature review
      • Research methods
      • Results
      • Discussion
      • Conclusion
      • Appendices
      • References
    • 25.4 Writing up quantitative, qualitative, and mixed methods research
      • Writing up quantitative research
        • An example of quantitative research writing
          • Introduction
          • Context
          • Ethics in social media research
          • Methods and measures
          • Findings
          • Discussion
          • Conclusion
        • Lessons
      • Writing up qualitative research
        • An example of qualitative research writing
          • Introduction
          • Pickup Basketball
          • Methodology
          • Findings
          • Discussion
          • Conclusion
        • Lessons
      • Writing up mixed methods research
        • An example of mixed methods writing
          • Introduction
          • Previous Research
          • Theoretical Framework
          • Aim
          • Methods and Materials
          • Results
          • Discussion
          • Conclusion
        • Lessons
    • KEY POINTS
    • QUESTIONS FOR REVIEW
    • Flashcard glossary
    • Theory into practice
• Glossary
• References
• Name Index
• Subject Index

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Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu