The Routledge Doctoral Student's Companion : Getting to Grips with Research in Education and the Social Sciences

ISBN-13: 9780415484114 / Angielski / Twarda / 2010 / 440 str.

Pat Thomson;Melanie Walker

Opis

There are a burgeoning number of books available to support doctoral research – doing-it guides and advice books, methods books, philosophy, ethics, analysis, getting published, and so on. There are countless methodology and methods texts in particular. However, this extensive literature is difficult for doctoral students to navigate and thus will not necessarily take them forward in their projects. Uniquely, this book is a companion to the many catalogues of texts now available for doctoral purchase.

Becoming a researcher involves engaging with a range of ideas and issues mediated through a particular research project. ‘Getting’ the doctorate is always much more than simply completing the research – in reality it is about becoming and being, and this process is integral to becoming part of the scholarly community. Doing a quality doctorate in contemporary times requires more than the technical skills required of a research process; it involves coming to see oneself as a researcher and to take on a confident researcher identity. This book works by exploring how identity/knowledge formation happens together. It addresses a set of interlocking and overlapping big questions that ‘sit’ behind the plethora of doctoral advice texts and run through the practice of knowledge/identity work.

With contributions from many of the key names involved in the international education arena, this book will enable students to navigate their way through the vast library of doctoral and research books by bringing together questions and solutions which are generally scattered through a plethora of texts and will help all full and part-time students undertaking doctorates in education and other cognate disciplines become efficient researchers.

Spis treści

Part I Introduction  Why the doctoral companions? Pat Thomson & Melanie Walker  1. The changing nature of the doctorate and doctoral students Pat Thomson & Melanie Walker  Part II Becoming and being a doctoral student  2. Ignorance in educational research - How not knowing shapes new knowledge? Jon Wagner  3. When qualitative meets quantitative: Conversations about the nature of knowledge Erica McWilliam & Jennifer Pei-Ling Tan  4. Interdisciplinarity and transdisciplinarity - Diverse purposes of research: theory-oriented, situation-oriented, policy-oriented Des Gasper  5. The necessity and violence of theory Stephen J. Ball  6.  Bringing theory to doctoral research Kalervo N. Gulson & Robert J. Parkes 7. Seeking the single thread: the Conceptual Quest Feng, Su, Jon Nixon and Bob Adamson  8. Theory and narrative in the production of knowledge Jean Barr  9. Making sense of supervision: Deciphering feedback Anthony Paré  10. Entering the gates of the elect: obtaining the doctorate in education in South Africa Crain Soudien  11. Weaving the threads of doctoral research journeys Jerry Wellington  Part III Coming to terms with research practice  12. Its been said before and we’ll say it again – research is writing Pat Thomson & Barbara Kamler  13.  Getting to grips with research in education and the social sciences - Research questions: what’s worth asking and why? John Pryor  14. Research questions: What’s worth asking and why? Andrew Brown  15. There is no golden key’: overcoming problems with data analysis in qualitative research Helen Colley 16. Dealing with analysis Ann-Marie Bathmaker  17. Researching with large datasets: learning to think big when small is beautiful Andy Noyes  18. Doing data analysis Stephen Gorard  19. Argumentation and the Doctoral Thesis: theory and practice Monica McLean  20. Writing research Maria Piantanida & Noreen B. Garman  21. 'Guilty knowledge' - the (im)possibility of ethical security in social science research- qualitative research: ethics in the swamplands Kevin Williams  22. Dangerous reflexivity: rigor, responsibility, and reflexivity in qualitative research Wanda S. Pillow  23. Emotions and being a doctoral student Chaya Herman  Part IV Making a contribution to knowledge  24. Quality agenda and doctoral work: The tactic, the new agendas, the changing contexts Lyn Yates  25. Generating practitioner knowledge through practitioner action research: moving from local to public knowledge Gary L. Anderson & Kathryn Herr 26. Coyote and Raven talk about equivalency of other/ed knowledges in research Peter Cole & Pat O’Riley  27.  Knowledge in context: Whose knowledge and for what context? Qing Gu  28 . Open access and the ongoing transformation of scholarly publishing: A guide for doctoral students Robert Lucas & John Willinsky  29. Inner university, knowledge workers, and limitality Tomasz Szkudlarek  30. Global students for global education research? Ian Menter, Joana da Silveira & Radhika Gorur  31.  The impact of research on education policy: the relevance for doctoral researchers Bob Lingard  Part V Conclusion 32. Last words: why doctoral study? Pat Thomson & Melanie Walker