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BIBLIOGRAPHY 619 McNiff, J., Lomax, P. and Whitehead, J. (1996) You and your Action Research Project. London: Routledge in association with Hyde Publications, Bournemouth. McQuitty, L. L. (1957) Elementary linkage analysis for isolating orthogonal and oblique types and typal relevancies. Educational and Psychological Measurement,17,207–29. McTaggart, R. (1996) Issues for participatory action researchers. In O. Zuber-Skerritt (ed.) New Directions in Action Research. London:Falmer,243–55. Madge, J. (1963) The Origin of Scientific Sociology. London: Tavistock. Madge, J. (1965) The Tools of Social Science. London: Longman. Mager, R. F. (1962) Preparing Instructional Objectives. Belmont, CA: Fearon. Magnusson, D. (1971) An analysis of situational dimensions. Perceptual and Motor Skills, 32,851–67. Malinowski, B. (1922) Argonauts of the Western Pacific: An Account of Native Enterprise and Adventure in the Archipelagoes of Melanesian New Guinea. New York: Dutton. Mannheim, K. (1936) Ideology and Utopia. London: Routledge & Kegan Paul. Marcinkiewicz, H. R. and Clariana, R. B. (1997) The performance effects of headings within multi-choice tests. British Journal of Educational Psychology, 67, 111–17. Marris, P. and Rein, M. (1967) Dilemmas of Social Reform: Poverty and Community Action in the United States.London:Routledge&KeganPaul. Marsh, H. W. and Yeung, A. S. (1998) Longitudinal structural equation models of academic selfconcept and achievement: gender differences in the development of math and English constructs. American Educational Research Journal, 35 (4), 705–38. Maslow, A. H. (1954) Motivation and Personality. New York: Harper & Row. Mason, J. (2002) Qualitative Researching (second edition). London: Sage. Mason, M., Mason, B. and Quayle, T. (1992) Illuminating English: how explicit language teaching improved public examination results in a comprehensive school. Educational Studies,18(3),341–54. Masschelein, J. (1991) The relevance of Habermas’s communicative turn. Studies in Philosophy and Education, 11(2),95–111. Mastrangelo, A., Eddy, E. R. and Lorenzet, S. J. (2004) The importance of personal and professional leadership. Leadership and Organization Development Journal,25(5–6),435–51. Mauthner, M., Birch, M., Jessop, J. and Miller, T. (eds) (2002) Ethics in Qualitative Research. London:Sage. Maxwell, J. A. (1992) Understanding and validity in qualitative research. Harvard Educational Review, 62 (3), 279–300. Mayall, B. (1999) Children and childhood. In S. Hood, B. Mayall and S. Oliver (eds) Critical Issues in Social Research: Power and Prejudice.Philadelphia,PA:Open University Press, 10–24. Maynard, A. and Chalmers, I. (eds) (1997) Non-random Reflections on Health Service Research. London:BMJ Publishing Group. Mayring, P. (2004) Qualitative content analysis. In U. Flick, E. von Kardoff and I. Steinke (eds) A Companion to Qualitative Research. London:Sage. Mead, G. H. (ed. Charles Morris) (1934) Mind, Self and Society. Chicago,IL:UniversityofChicagoPress. Medawar, P. B. (1972) The Hope of Progress. London: Methuen. Medawar, P. B. (1981) Advice to a Young Scientist. London: Pan. Medawar, P. B. (1991) Scientific fraud. In D. Pike (ed.) The Threat and the Glory: Reflections on Science and Scientists.Oxford:OxfordUniversityPress,64–70. Megarry, J. (1978) Retrospect and prospect. In R. McAleese (ed.) Perspectives on Academic Gaming and Simulation 3: Training and Professional Education. London: Kogan Page, 187–207. Mehrens, W. and Kaminski, J. (1989) Methods for improving standardized test scores: fruitful, fruitless or fraudulent Educational Measurement: Issues and Practice, 8(1),14–22. Meinefeld, W. (2004) Hypotheses and prior knowledge in qualitative research. In U. Flick, E. von Kardoff and I. Steinke (eds) ACompaniontoQualitativeResearch. London: Sage, 153–8. Melrose, M. J. (1996) Got a philosophical match Does it matter In O. Zuber-Skerritt (ed.) New Directions in Action Research. London:Falmer. Menzel, H. (1978) Meaning – who needs it In M. Brenner, P. Marsh and M. Brenner (eds) The Social Contexts of Method. London:CroomHelm,140–71. Mercer, N., Wegerif, R. and Dawes, L. (1999) Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25 (1), 95–111. Merriam, S. B. (1988) Case Study Research in Education. San Francisco, CA: Jossey Bass. Bibliography

620 BIBLIOGRAPHY Merry, U. (1998) Organizational Lifespan LO17822. http://www.learning-org.com/98.04/0206.html. Retrieved 14 November 2000. Merton, R. K. (1949) Social Theory and Social Structure. Glencoe, IL: The Free Press. Merton, R. K. (1967) On Theoretical Sociology. New York: The Free Press. Merton, R. K. and Kendall, P. L. (1946) The focused interview. American Journal of Sociology, 51, 541–57. Merton, R. K., Fiske, M. and Kendall, P. L. (1956) The Focused Interview.Glencoe,IL:TheFreePress. Messick, S. (1993) Validity. In R. Linn (ed.) Educational Measurement (third edition). Phoenix, AZ: American Council on Education and the Oryx Press, 13–103. Michaels, M. (1995) The chaos network online. The Chaos Network, http://www.prairienet.org/ business.ptech. Retrieved 14 November 2000. Mickelson, R. A. (1994) A feminist approach to researching the powerful in education. In G. Walford (ed.) Researching the Powerful in Education. London: UCL Press, 132–50. Miedama, S. and Wardekker, W. L. (1999) Emergent identity versus consistent identity: possibilities for a postmodern repoliticization of critical pedagogy. In T. Popkewitz and L. Fendler (eds) Critical Theories in Education: Changing Terrains of Knowledge and Politics. London: Routledge, 67–83. Mies, M. (1993) Towards a methodology for feminist research. In M. Hammersley (ed.) Social Research: Philosophy, Politics and Practice. London: Sage in association with the Open University Press, 64–82. Miles, M. and Huberman, M. (1984) Qualitative Data Analysis. Beverly Hills, CA: Sage. Miles, M. and Huberman, M. (1994) Qualitative Data Analysis (second edition). Beverly Hills, CA: Sage. Milgram, S. (1963) Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371–8. Milgram, S. (1974) Obedience to Authority. NewYork: Harper & Row. Millan, R., Gallagher, M. and Ellis, R. (1993) Surveying adolescent worries: development of the ‘Things I Worry About’ scale. Pastoral Care in Education, 11 (1), 43–57. Miller, C. (1995) In-depth interviewing by telephone: some practical considerations. Evaluation and Research in Education, 9(1),29–38. Miller, P. V. and Cannell, C. F. (1997) Interviewing for social research. In J. P. Keeves (ed.) Educational Research, Methodology and Measurement: An International Handbook (second edition). Oxford: Elsevier Science, 361–70. Miller, R. L. (1999) Researching Life Stories and Family Histories. London:Sage. Miller, T. and Bell, L. (2002) Consenting to what Issues of access, gatekeeping and ‘informed consent’. In M. Mauthner, M. Birch, J. Jessop and T. Miller (eds) Ethics in Qualitative Research. London: Sage, 53–69. Millmann, J. and Greene, J. (1993) The specification and development of tests of achievement and ability. In R. Linn (ed.) Educational Measurement (third edition). Phoenix, AZ: American Council on Education and the Oryx Press, 147–200. Mishler, E. G. (1986) Research Interviewing: Context and Narrative.Cambridge,MA:HarvardUniversityPress. Mishler, E. G. (1990) Validation in inquiry-guided research: the role of exemplars in narrative studies. Harvard Educational Review, 60(4),415–42. Mishler, E. G. (1991) Representing discourse: the rhetoric of transcription. Journal of Narrative and Life History, 1,225–80. Mitchell, M. and Jolley, J. (1988) Research Design Explained. NewYork:Holt,Rinehart&Winston. Mitchell, R. G. (1993) Secrecy in Fieldwork. London: Sage. Mixon, D. (1972) Instead of deception. Journal for the Theory of Social Behaviour, 2,146–77. Mixon, D. (1974) If you won’t deceive, what can you do In N. Armistead (ed.) Reconstructing Social Psychology. Harmondsworth: Penguin, 72–85. Monge, D. and Contractor, N. (2003) Theories of Communication Networks.Oxford:OxfordUniversity Press. Mooij, T. (1998) Pupil-class determinants of aggressive and victim behaviour in pupils. British Journal of Educational Psychology, 68,373–85. Morgan, C. (1999) Personal communication. University of Bath, Department of Education. Morgan, C. (2005) Cultural validity. Personal communication. University of Bath, Department of Education. Morgan, D. L. (1988) Focus Groups as Qualitative Research. Beverly Hills, CA: Sage. Morris, L. L., Fitz-Gibbon, C. T. and Lindheim, E. (1987) How to Measure Performance and Use Tests. Beverly Hills, CA: Sage. Morris, P. (1983) Teachers’ perceptions of their pupils: aHongKongcasestudy.Research in Education, 29, 81–6 Morrison, K. R. B. (1993) Planning and Accomplishing School-Centred Evaluation. Dereham, UK: Peter Francis.

620 BIBLIOGRAPHY<br />

Merry, U. (1998) Organizational Lifespan LO17822.<br />

http://www.learning-org.com/98.04/0206.html.<br />

Retrieved 14 November 2000.<br />

Merton, R. K. (1949) Social Theory and Social Structure.<br />

Glencoe, IL: The Free Press.<br />

Merton, R. K. (1967) On Theoretical Sociology. New<br />

York: The Free Press.<br />

Merton, R. K. and Kendall, P. L. (1946) The<br />

focused interview. American Journal of Sociology, 51,<br />

541–57.<br />

Merton, R. K., Fiske, M. and Kendall, P. L. (1956) The<br />

Focused Interview.Glencoe,IL:TheFreePress.<br />

Messick, S. (1993) Validity. In R. Linn (ed.) Educational<br />

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

Council on Education and the Oryx Press, 13–103.<br />

Michaels, M. (1995) The chaos network online.<br />

The Chaos Network, http://www.prairienet.org/<br />

business.ptech. Retrieved 14 November 2000.<br />

Mickelson, R. A. (1994) A feminist approach to<br />

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

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

UCL Press, 132–50.<br />

Miedama, S. and Wardekker, W. L. (1999) Emergent<br />

identity versus consistent identity: possibilities for a<br />

postmodern repoliticization of critical pedagogy. In<br />

T. Popkewitz and L. Fendler (eds) Critical Theories in<br />

Education: Changing Terrains of Knowledge and Politics.<br />

London: Routledge, 67–83.<br />

Mies, M. (1993) Towards a methodology for feminist<br />

research. In M. Hammersley (ed.) Social Research:<br />

Philosophy, Politics and Practice. London: Sage in<br />

association with the Open University Press, 64–82.<br />

Miles, M. and Huberman, M. (1984) Qualitative Data<br />

Analysis. Beverly Hills, CA: Sage.<br />

Miles, M. and Huberman, M. (1994) Qualitative Data<br />

Analysis (second edition). Beverly Hills, CA: Sage.<br />

Milgram, S. (1963) Behavioral study of obedience.<br />

Journal of Abnormal and Social Psychology, 67,<br />

371–8.<br />

Milgram, S. (1974) Obedience to Authority. NewYork:<br />

Harper & Row.<br />

Millan, R., Gallagher, M. and Ellis, R. (1993) Surveying<br />

adolescent worries: development of the ‘Things I<br />

Worry About’ scale. Pastoral Care in Education, 11<br />

(1), 43–57.<br />

Miller, C. (1995) In-depth interviewing by telephone:<br />

some practical considerations. Evaluation and Research<br />

in Education, 9(1),29–38.<br />

Miller, P. V. and Cannell, C. F. (1997) Interviewing<br />

for social research. In J. P. Keeves (ed.)<br />

Educational Research, Methodology and Measurement:<br />

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

Elsevier Science, 361–70.<br />

Miller, R. L. (1999) Researching Life Stories and Family<br />

Histories. London:Sage.<br />

Miller, T. and Bell, L. (2002) Consenting to what Issues<br />

of access, gatekeeping and ‘informed consent’. In M.<br />

Mauthner, M. Birch, J. Jessop and T. Miller (eds)<br />

Ethics in Qualitative Research. London: Sage, 53–69.<br />

Millmann, J. and Greene, J. (1993) The specification<br />

and development of tests of achievement and<br />

ability. In R. Linn (ed.) Educational Measurement<br />

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

Education and the Oryx Press, 147–200.<br />

Mishler, E. G. (1986) Research Interviewing: Context and<br />

Narrative.Cambridge,MA:HarvardUniversityPress.<br />

Mishler, E. G. (1990) Validation in inquiry-guided<br />

research: the role of exemplars in narrative studies.<br />

Harvard Educational Review, 60(4),415–42.<br />

Mishler, E. G. (1991) Representing discourse: the<br />

rhetoric of transcription. Journal of Narrative and Life<br />

History, 1,225–80.<br />

Mitchell, M. and Jolley, J. (1988) Research Design<br />

Explained. NewYork:Holt,Rinehart&Winston.<br />

Mitchell, R. G. (1993) Secrecy in Fieldwork. London:<br />

Sage.<br />

Mixon, D. (1972) Instead of deception. Journal for the<br />

Theory of Social Behaviour, 2,146–77.<br />

Mixon, D. (1974) If you won’t deceive, what can you do<br />

In N. Armistead (ed.) Reconstructing Social Psychology.<br />

Harmondsworth: Penguin, 72–85.<br />

Monge, D. and Contractor, N. (2003) Theories of<br />

Communication Networks.Oxford:OxfordUniversity<br />

Press.<br />

Mooij, T. (1998) Pupil-class determinants of aggressive<br />

and victim behaviour in pupils. British Journal of<br />

Educational Psychology, 68,373–85.<br />

Morgan, C. (1999) Personal communication. University<br />

of Bath, Department of Education.<br />

Morgan, C. (2005) Cultural validity. Personal<br />

communication. University of Bath, Department of<br />

Education.<br />

Morgan, D. L. (1988) Focus Groups as Qualitative<br />

Research. Beverly Hills, CA: Sage.<br />

Morris, L. L., Fitz-Gibbon, C. T. and Lindheim, E.<br />

(1987) How to Measure Performance and Use Tests.<br />

Beverly Hills, CA: Sage.<br />

Morris, P. (1983) Teachers’ perceptions of their pupils:<br />

aHongKongcasestudy.Research in Education, 29,<br />

81–6<br />

Morrison, K. R. B. (1993) Planning and Accomplishing<br />

School-Centred Evaluation. Dereham, UK: Peter<br />

Francis.

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