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BIBLIOGRAPHY 617 IL: Bureau of Economic and Business Research, University of Illinois. Lather, P. (1986) Research as praxis. Harvard Educational Review, 56,257–77. Lather, P. (1991) Getting Smart: Feminist Research and Pedagogy within the Post Modern. New York: Routledge. Laudan, L. (1990) Science and Relativism. Chicago,IL: University of Chicago Press. Lave, J. and Kvale, S. (1995) What is anthropological research An interview with Jean Lave by Steiner Kvale. International Journal of Qualitative Studies in Education, 8(3),219–28. Lawless, L., Smee, P. and O’Shea, T. (1998) Using concept sorting and concept mapping in business and public administration, and education: an overview. Educational Research, 40(2),219–35. Layder, D. (1994) Understanding Social Theory.London: Sage. Lazarsfeld, P. (1940) ‘Panel’ studies. Public Opinion Quarterly, 4(1),122–8. Lazarsfeld, P. P. and Barton, A. (1951) Qualitative measurement in the social sciences: classification, typologies and indices. In D. P. Lerner and H. D. Lasswell (eds) The Policy Sciences. Stanford, CA: Stanford University Press, 155–92. LeCompte, M. and Preissle, J. (1993) Ethnography and Qualitative Design in Educational Research (second edition). London: Academic Press. LeCompte, M., Millroy, W. L. and Preissle, J. (eds) (1992) The Handbook of Qualitative Research in Education. London:AcademicPress. Lee, R. M. (1993) Doing Research on Sensitive Topics. London: Sage. Lee, R. M. and Renzetti, C. M. (1993) The problems of researching sensitive topics: an overview and introduction. In C. Renzetti and R. M. Lee (eds) Researching Sensitive Topics. London:Sage. Leech, N. L. and Onwuegbuzie, A. J. (2004) A proposed fourth measure of significance: The role of economic significance in educational research. Evaluation and Research in Education, 18(3),179–98. Lehrer, R. and Franke, M. L. (1992) Applying personal construct psychology to the study of teachers’ knowledge of fractions. Journal for Research in Mathematical Education, 23(3),223–41. Leistyna, P., Woodrum, A. and Sherblom, S. A. (1996) Breaking Free. Cambridge,MA:HarvardEducational Review. Lemke, J. (2001) Toward Systemic Educational Change: Questions from a Complex Systems Perspective. Cambridge, MA: New England Complex Systems Institute. http://www.necsi.org/events/cxedk16 3.html. Retrieved 10 November 2001. Leva˘cić, R. and Glatter, R. (2000) Really good ideas: developing evidence-informed policy and practice in educational leadership and management. Educational Management and Administration,29(1),5–25. Levin, H. M. (1991) Why isn’t educational research more useful In D. S. Anderson and B. J. Biddle (eds) Knowledge for Policy: Improving Education through Research. London:Falmer,70–8. Levine, M. (1984) Canonical Analysis and Factor Comparisons. Beverly Hills, CA: Sage. Lewin, K. (1946) Action research and minority problems. Journal of Social Issues,2(4),34–46. Lewin, K. (1948) Resolving Social Conflicts. New York: Harper. Lewin, K. (1952) Field Theory in Social Science.London: Tavistock. Lewin, R. (1993) Complexity: Life on the Edge of Chaos. London: Phoenix. Lewis, A. (1992) Group child interviews as a research tool, British Educational Research Journal, 18 (4), 413–21. Lewis, D. (1974) Assessment in Education. London: University of London Press. Lewis-Beck, M. S. (ed.) (1993) Experimental Design and Methods. London:Toppanwiththecooperationof Sage. Liebling, H. and Shah, S. (2001) Researching sensitive topics: investigations of the sexual abuse of women in Uganda and girls in Tanzania. Law, Social Justice and Global Development. http://elj.warwick.ac.uk/global/issue/2001-1/ liebling.html. Retrieved 21 November 2003. Lietz, P. (1997) Cross-sectional research methods. In J. B. Keeves (ed.) Educational Research, Methodology and Measurement. Oxford: Elsevier Science, 119–26. Lietz, P. and Keeves, J. P. (1997) Cross-sectional research methods. In J. P. Keeves (ed.) Educational Research, Methodology and Measurement: An International Handbook (second edition). Oxford: Elsevier Science, 138–49. Light, R. J. and Smith, P. V. (1971) Accumulating evidence: procedures for resolving contradictions among different research studies. Harvard Educational Review, 41,429–71. Bibliography

618 BIBLIOGRAPHY Likert, R. (1932) ATechniquefortheMeasurementof Attitudes.NewYork:ColumbiaUniversityPress. Limerick, B., Burgess-Limerick, T. and Grace, M. (1996) The politics of interviewing: power relations and accepting the gift. International Journal of Qualitative Studies in Education, 9(4),449–60. Lin, N. (1976) Foundations of Social Research. New York: McGraw-Hill. Lincoln, Y. S. and Guba, E. (1985) Naturalistic Inquiry. Beverly Hills, CA: Sage. Lincoln, Y. S. and Guba, E. G. (1986) But is it rigorous Trustworthiness and authenticity in naturalistic inquiry. In D. D. Williams (ed.) Naturalistic Evaluation. SanFrancisco,CA:Jossey- Bass, 73–84. Linn, R.L. (ed.) (1993) Educational Measurement (third edition). Phoenix, AZ: American Council on Education and the Oryx Press. Lipsey, M. W. (1992) Juvenile delinquency treatment: a meta-analytic inquiry into the variability of effects. In T. D. Cook, H. Cooper, D. S. Cordray, H. Hartmann, L. V. Hedges, R. J. Light, T. A. Louis and F. Mosteller (eds) Meta-analysis for Explanation.NewYork:Russell Sage Foundation. Lissack, M. R. (2000) Complexity Metaphors and the Management of a Knowledge Based Enterprise: An Exploration of Discovery. http://lissack.com/writings/proposal.htm. Retrieved 10 November 2001. Littleton, K., Ashman, H., Light, P., Artis, J., Roberts, T. and Oosterwegel, A. (1999) Gender, task contexts, and children’s performance on a computer-based task. European Journal of Psychology of Education, 14(1), 129–39. Loevinger, J. (1957) Objective tests as instruments of psychological theory. Psychological Review, 72, 143–55. Loewenthal, K. M. (2001) An Introduction to Psychological Tests and Scales.Hove:PsychologyPress. Lofland, J. (1970) Interactionist imagery and analytic interrupts. In T. Shibutani (ed.) Human Nature and Collective Behaviour: Papers in Honour of Herbert Blumer. EnglewoodCliffs,NJ:Prentice-Hall,35–45. Lofland, J. (1971) Analysing Social Settings. Belmont, CA: Wadsworth. Lonkila, M. (1995) Grounded theory as an emerging paradigm for computer-assisted qualitative data analysis. In U. Kelle (ed.) Computer-Aided Qualitative Data Analysis. London: Sage, 41–51. MacDonald, B. (1987) Research and Action in the Context of Policing.PapercommissionedbythePolice Federation. Norwich: Centre for Applied Research in Education, University of East Anglia. MacDonald, G. (1997) Social work: beyond control In A. Maynard and I. Chalmers (eds) Non-random Reflections on Health Service Research. London:BMJ Publishing Group, 122–46. McClelland, D. C., Atkinson, J. W., Clark, R. A. and Lowell, E. L. (1953) The Achievement Motive. New York: Appleton-Century-Crofts. McCormick, J. and Solman, R. (1992) Teachers’ attributions of responsibility for occupational stress and satisfaction: an organisational perspective. Educational Studies,18(2),201–22. McCormick, R. and James, M. (1988) Curriculum Evaluation in Schools (second edition). London: Croom Helm. McEneaney, J. E. and Sheridan, E. M. (1996) A survey-based component for programme assessment in undergraduate pre-service teacher education. Research in Education, 55,49–61. McGaw, B. (1997) Meta-analysis. In J. P. Keeves (ed.) Educational Research, Methodology and Measurement: An International Handbook (second edition). Oxford: Elsevier Science, 371–80. McHugh, J. D. (1994) The Lords’ will be done: interviewing the powerful in education. In G. Walford (ed.) Researching the Powerful in Education. London: UCL Press, 51–66. McIntyre, D. and Macleod, G. (1978) The characteristics and uses of systematic classroom observation. In R. McAleese and D. Hamilton (eds) Understanding Classroom Life. Windsor:NFER,102–31. McKernan, J. (1991) Curriculum Action Research. London: Kogan Page. McLaren, P. (1995) Critical Pedagogy and Predatory Culture.London:Routledge. McLoughlin, T. (2002) The use of repertory grid analysis in studying students’ conceptual frameworks in science. Paper presented at the European Conference on Educational Research, University of Lisbon, 11–14 September. McNiece, R. and Jolliffe, F. (1998) An investigation into regional differences in educational performance in the National Child Development Study. Educational Research, 40(1),13–30. McNiff, J. (1988) Action Research: Principles and Practice. London: Macmillan. McNiff, J., with Whitehead, J. (2002) Action Research: Principles and Practice (second edition). London: RoutledgeFalmer.

618 BIBLIOGRAPHY<br />

Likert, R. (1932) ATechniquefortheMeasurementof<br />

Attitudes.NewYork:ColumbiaUniversityPress.<br />

Limerick, B., Burgess-Limerick, T. and Grace, M. (1996)<br />

The politics of interviewing: power relations and<br />

accepting the gift. International Journal of Qualitative<br />

Studies in Education, 9(4),449–60.<br />

Lin, N. (1976) Foundations of Social Research. New York:<br />

McGraw-Hill.<br />

Lincoln, Y. S. and Guba, E. (1985) Naturalistic Inquiry.<br />

Beverly Hills, CA: Sage.<br />

Lincoln, Y. S. and Guba, E. G. (1986) But is<br />

it rigorous Trustworthiness and authenticity in<br />

naturalistic inquiry. In D. D. Williams (ed.)<br />

Naturalistic Evaluation. SanFrancisco,CA:Jossey-<br />

Bass, 73–84.<br />

Linn, R.L. (ed.) (1993) Educational Measurement<br />

(third edition). Phoenix, AZ: American Council on<br />

Education and the Oryx Press.<br />

Lipsey, M. W. (1992) Juvenile delinquency treatment: a<br />

meta-analytic inquiry into the variability of effects. In<br />

T. D. Co<strong>ok</strong>, H. Cooper, D. S. Cordray, H. Hartmann,<br />

L. V. Hedges, R. J. Light, T. A. Louis and F. Mosteller<br />

(eds) Meta-analysis for Explanation.NewYork:Russell<br />

Sage Foundation.<br />

Lissack, M. R. (2000) Complexity Metaphors<br />

and the Management of a Knowledge Based<br />

Enterprise: An Exploration of Discovery.<br />

http://lissack.com/writings/proposal.htm. Retrieved<br />

10 November 2001.<br />

Littleton, K., Ashman, H., Light, P., Artis, J., Roberts,<br />

T. and Oosterwegel, A. (1999) Gender, task contexts,<br />

and children’s performance on a computer-based task.<br />

European Journal of Psychology of Education, 14(1),<br />

129–39.<br />

Loevinger, J. (1957) Objective tests as instruments<br />

of psychological theory. Psychological Review, 72,<br />

143–55.<br />

Loewenthal, K. M. (2001) An Introduction to<br />

Psychological Tests and Scales.Hove:PsychologyPress.<br />

Lofland, J. (1970) Interactionist imagery and analytic<br />

interrupts. In T. Shibutani (ed.) Human Nature and<br />

Collective Behaviour: Papers in Honour of Herbert<br />

Blumer. EnglewoodCliffs,NJ:Prentice-Hall,35–45.<br />

Lofland, J. (1971) Analysing Social Settings. Belmont,<br />

CA: Wadsworth.<br />

Lonkila, M. (1995) Grounded theory as an emerging<br />

paradigm for computer-assisted qualitative data<br />

analysis. In U. Kelle (ed.) Computer-Aided Qualitative<br />

Data Analysis. London: Sage, 41–51.<br />

MacDonald, B. (1987) Research and Action in the<br />

Context of Policing.PapercommissionedbythePolice<br />

Federation. Norwich: Centre for Applied Research in<br />

Education, University of East Anglia.<br />

MacDonald, G. (1997) Social work: beyond control<br />

In A. Maynard and I. Chalmers (eds) Non-random<br />

Reflections on Health Service Research. London:BMJ<br />

Publishing Group, 122–46.<br />

McClelland, D. C., Atkinson, J. W., Clark, R. A. and<br />

Lowell, E. L. (1953) The Achievement Motive. New<br />

York: Appleton-Century-Crofts.<br />

McCormick, J. and Solman, R. (1992) Teachers’<br />

attributions of responsibility for occupational stress<br />

and satisfaction: an organisational perspective.<br />

Educational Studies,18(2),201–22.<br />

McCormick, R. and James, M. (1988) Curriculum<br />

Evaluation in Schools (second edition). London:<br />

Croom Helm.<br />

McEneaney, J. E. and Sheridan, E. M. (1996) A<br />

survey-based component for programme assessment<br />

in undergraduate pre-service teacher education.<br />

Research in Education, 55,49–61.<br />

McGaw, B. (1997) Meta-analysis. In J. P. Keeves (ed.)<br />

Educational Research, Methodology and Measurement:<br />

An International Handbo<strong>ok</strong> (second edition). Oxford:<br />

Elsevier Science, 371–80.<br />

McHugh, J. D. (1994) The Lords’ will be done:<br />

interviewing the powerful in education. In G. Walford<br />

(ed.) Researching the Powerful in Education. London:<br />

UCL Press, 51–66.<br />

McIntyre, D. and Macleod, G. (1978) The characteristics<br />

and uses of systematic classroom observation. In<br />

R. McAleese and D. Hamilton (eds) Understanding<br />

Classroom Life. Windsor:NFER,102–31.<br />

McKernan, J. (1991) Curriculum Action Research.<br />

London: Kogan Page.<br />

McLaren, P. (1995) Critical Pedagogy and Predatory<br />

Culture.London:Routledge.<br />

McLoughlin, T. (2002) The use of repertory grid analysis<br />

in studying students’ conceptual frameworks in<br />

science. Paper presented at the European Conference<br />

on Educational Research, University of Lisbon,<br />

11–14 September.<br />

McNiece, R. and Jolliffe, F. (1998) An investigation into<br />

regional differences in educational performance in<br />

the National Child Development Study. Educational<br />

Research, 40(1),13–30.<br />

McNiff, J. (1988) Action Research: Principles and Practice.<br />

London: Macmillan.<br />

McNiff, J., with Whitehead, J. (2002) Action Research:<br />

Principles and Practice (second edition). London:<br />

RoutledgeFalmer.

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