发帖
雷达卡
233596.rar
(2.8 MB, 需要: 15 个论坛币)
本附件包括：
Figures
1.1 Researcher–participant control continuum 5
1.2 National Railway Museum question form 9
1.3 Hertfordshire insurance consultants questionnaire 14
1.4 Increasing response rates – pre-paid return address 18
1.5 Leeds City Council traffic survey 21
1.6 Questionnaire to parents before parenting programme 23
1.7 Questionnaire to parents after parenting programme 28
1.8 Use of open-ended elements in questionnaires 38
2.1 Interview transcript – provision of free school meals
project 46
2.2 Highly skilled technicians in higher education research
project 48
2.3 Mentoring scheme – mentor interview schedule 56
2.4 Mentoring scheme – learner interview schedule 58
2.5 Sample telephone survey 60
3.1 Establishing themes 70
3.2 Exploring the use of terms relating to ‘weapons’ (1) 71
3.3 Exploring the use of terms relating to ‘weapons’ (2) 72
3.4 Examining the management of health services 79
3.5 Content analysis of the social sciences 82
3.6 ‘Health’ issues (1) 83
3.7 ‘Health’ issues (2) 84
3.8 ‘Health’ issues (3) 84
3.9 ‘Health’ issues (4) 85
3.10 ‘Health’ issues (5) 85
ix
Illustrations
4.1 A positive experience of using focus groups 96
4.2 Example invitation to take part in a focus group 101
4.3 Opening section of the Medieval Village focus group
interview 104
4.4 Transcript extract from the Medieval Village project
focus group 111
5.1 A tally system of recording observations 131
5.2 FIAC observation schedule 133
5.3 FIAC schedule showing a 30-second exchange 134
5.4 Reproduction of a descriptive observation schedule 136
5.5 Trial lesson field notes 140–1
6.1 Position of video-camera 152
6.2 Data summary extract 154
6.3 Initial transcript 157
6.4 Advanced transcript 160
Boxes
1.1 Question types 11
1.2 Likert-type questions 12
1.3 Covering letter for a small-scale research project 17
1.4 Likert-type questions – responses 22
1.5 Likert-type questions – analysis 22
1.6 An unclear question 37
2.1 Stages in developing and using interviews 44
2.2 Advantages of using video to record interviews 52
2.3 Two ‘tricks of the trade’ for interviewers 54
2.4 Tips for interviewers 55
2.5 Advantages and disadvantages of using interviews 63
2.6 Interview checklist 64
3.1 Content analysis flowchart 69
3.2 Stages in the conceptual analysis process 72
3.3 Units/levels of analysis 73
3.4 Coding frame for the term ‘liar’ 74
3.5 Stages in the relational analysis process 78
4.1 The five ‘S’s of group interaction 92
4.2 Summary of the purposes of a focus-group interview 97
4.3 Stages in conducting focus-group research 98
4.4 Good questioning 102
4.5 The three sections of a focus group script 103
I L L U S T R A T I O N S
x
xi
4.6 Tips for the focus-group moderator 105
4.7 Tips for analysing your data 108
5.1 When to use observation in your research 118
5.2 Observation framework checklist 128
5.3 The ten FIAC categories 132
5.4 Example of teacher–pupil talk 134
5.5 Simple FIAC analysis 135
6.1 Merits of the data-driven approach 149
6.2 Recommendations for successful data collection 151
6.3 Features of talk depicted in conversation analysis
transcripts 156
6.4 Step-by-step stages in producing transcripts 158
6.5 A short invented conversation 162
6.6 Extract 1 from Kar2ouche project final report 163
6.7 An even shorter invented conversation 164
6.8 Extract 2 from Kar2ouche project final report 165
6.9 Extract 3 from Kar2ouche project final report 165
6.10 The research outcome 166
6.11 The research questions 167
京公网安备 11010802022788号
