Structuring the Thesis Matching Method, Paradigm, Theories and Findings /

Structuring the Thesis Matching Method, Paradigm, Theories and Findings /

Dades bibliogràfiques
Autor corporatiu: SpringerLink (Online service)
Altres autors: Kember, David (Editor), Corbett, Michael (Editor)
Sumari:XX, 427 p. 17 illus., 11 illus. in color.
text
Idioma:anglès
Publicat: Singapore : Springer Nature Singapore : Imprint: Springer, 2018.
Edició:1st ed. 2018.
Matèries:
Education, Higher.
Learning, Psychology of.
Sociology > Methodology.
Higher Education.
Instructional Psychology.
Sociological Methods.
Accés en línia:https://doi.org/10.1007/978-981-13-0511-5
Format: Electrònic Llibre
Taula de continguts:
  • Part A: Introduction
  • Chapter 1. Critical reflections on the conventional thesis structure and guide to the research questions addressed in the book
  • Chapter 2. The collective voyage of discovery: How the book was developed and produced
  • Part B: Mixed Methods
  • Chapter 3. The paradigmatic challenge of mixed-methods research: Positivism, relativism or pragmatism?
  • Chapter 4. An exploration of the epistemological beliefs, learning environment expectations and persistence intentions: Insights into the shaping of student persistence in the first semester of university study at three Australian universities
  • Chapter 5. Challenges faced by male primary teachers
  • Chapter 6. English language teaching in Nepal: An investigation of issues and challenges
  • Chapter 7. How do students make decisions about overseas higher education? A case study of Chinese international students at a regional Australian university
  • Chapter 8. Linguistic complexity in English Textbooks: A functional grammar perspective
  • Chapter 9. Structure by design: Reasoning about covariation with TinkerPlots
  • Chapter 10. Researching in the ‘cultural interface’: working between non- Indigenous and Indigenous research paradigms
  • Part C: Action Research
  • Chapter 11. Action research and criticality: Working out the stone in your shoe
  • Chapter 12. Students’ understanding of statistical inference: Implications for teaching
  • Chapter 13. The design and implementation of a short course, focusing on metacognition, to develop writing skills for university students for whom English is an additional language: An action research approach
  • Chapter 14. Intersections of indigenous knowledge and place based education: Possibilities for new visions of sustainability education in Uganda
  • Chapter 15. “I only look forward to Mondays”. Facilitating creative writing groups: ageism, action and empowerment
  • Chapter 16. A journey around Tonganeducation
  • Part D: Interpretive Methods
  • Chapter 17. Ways of working in the interpretive tradition
  • Chapter 18. Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing
  • Chapter 19. Exploring interpretations of sustainability across diverse social contexts
  • Chapter 20. Embracing change when ‘writing for change’: My PhD experience
  • Chapter 21. Teaching history in Australian museums: Pedagogy and praxis
  • Chapter 22. Social justice and constructivist grounded theory
  • Chapter 23. Language learning and integration of adult Bhutanese refugees: An ethnographic study
  • Chapter 24. Exposure and effect: An investigation into a culture of body pedagogies
  • Chapter 25. Arts-based research in education: Becomings from a doctoral research perspective
  • Chapter 26. Silent, invisible and under-supported? An autoethnographic journey through the valley of the shadow of youth mental health in Australia
  • Part E: Emerging Theories
  • Chapter 27. Emergent theory and/as doctoral research
  • Chapter 28. The way that things are done around here: An investigation into the organisational and social structures that contribute to structural power within the Australian swim coach education pathway
  • Chapter 29. Are we all foodies now? An ethnographic exploration of food experience in primary schools
  • Chapter 30. Governing Civil Society: How literacy, education and security were brought together
  • Chapter 31. From developing child to competent learner: A genealogical study of the kindergarten child and progressive reform in Aotearoa New Zealand
  • Chapter 32. Feeling-thinking for a feminist participatory visual ethnography
  • Chapter 33. Girls’ tales: experiences of schooling: making a re/active documentary film.-Chapter 34. Intricacies of professional learning in health care: The case of supporting self-management in paediatric diabetes
  • Chapter 35. Understanding new spaces and relations of global governance in education: The OECD’s PISA for schools
  • Chapter 36. Now, then, when: working with qualitative longitudinal research to study pathways and futures in globalising times
  • Chapter 37. Being chosen and performing choice: Young people engaging in imaginative and constrained secondary school practices in Vancouver, BC, Canada
  • Chapter 38. Research secrets, research ‘messiness’ and the complexity of knowing: behind the thesis and the content’s page
  • Part F: Meta-Analysis
  • Chapter 39. Reflections on methodological issues
  • Chapter 40. Lessons learnt about structuring the thesis and implications for practice.

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