Overview
The essence of research design is the ability to articulate your research question. This book dissects the anatomy of a qualitative research question, outlines the role of paradigms in research design, describes strategies to use the anatomy as a design heuristic, and provides sample cases that track the decisions two researchers made while formulating a qualitative question. The book concludes with advice on how to move from the research question to the proposal.
Full Product Details
Author: Elizabeth Baker (University of Missouri, USA) ,
Inc. SAGE Publications
Publisher: SAGE Publications Inc
Imprint: SAGE Publications Inc
Weight: 0.190kg
ISBN: 9781071819135
ISBN 10: 1071819135
Pages: 144
Publication Date: 28 March 2022
Audience:
College/higher education
,
Tertiary & Higher Education
Format: Paperback
Publisher's Status: Active
Availability: Out of stock
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.
Reviews
A very useful resource for both new and experienced researchers. Highly experienced herself, the author guides the reader through the process of crafting a research question that brings the process into clarity and demystifies it. -- Kathryn Herr
Author Information
Elizabeth (Betsy) A. Baker is a Professor of Literacy Studies at the University of Missouri, Past President of the Literacy Research Association, former coeditor of Literacy Research: Theory, Method and Practice (LRTMP), and the creator, executive producer, and cohost of the Voice of Literacy podcast. She began her career as a second-grade teacher in Greenville, SC, where she became fascinated by literacy acquisition and development. She holds a BA in Elementary Education from Furman University, and an MEd and EdD in Reading/Literacy Education from Vanderbilt University. Her research agenda takes place at the substantive crossroads of literacy, technology, and teacher education while drawing from sociocultural, cognitive, and systems theories. She seeks to harness the affordances of varied technologies while mitigating challenges to teaching and learning. Research projects include the federally funded development of ChALK (Children as Literacy Kases), naturalistic explorations of the nature of literacy in digital environments, analyses of the literacy learning and pedagogy supported by classroom websites, as well as Talk to Read©, a speech recognition project. Among others, her research appears in Reading Research Quarterly, Journal of Literacy Research, Language Arts, Journal of Early Childhood Literacy, NRC Yearbook (now LRTMP), Journal of Reading Education, Reading and Writing Quarterly, Journal of Technology and Teacher Education, Journal of Educational Multimedia and Hypermedia, Handbook of Research on the Societal Impact of Digital Media, Teacher Education Quarterly, and her edited book, The New Literacies: Multiple Perspectives on Research and Practice with Guilford Press. Her research, teaching, and service have been recognized by college, campus, state, national, and international awards including the Computers in Reading Research Award (International Literacy Association), Ernest L. Boyer International Award for Excellence in Teaching, Learning, and Technology (International Conference on College Teaching and Learning), William T. Kemper Fellowship for Teaching Excellence (Kemper Foundation), and the Thomas Jefferson Award (President of the University of Missouri System).
