Thirty-five years ago, the four authors of this book addressed the problems of validity in social science research. They were interested in new and unused methods for obtaining information. The original edition and an expanded version have often been cited as justification for using novel means to supplement, if not replace, conventional techniques, especially survey and archival research. Illustrations abound in this book. While the novelty of the illustrations will keep many a graduate student amused, the more serious purpose is to authorize and motivate ingenuity in obtaining information. Even more fundamental is the strategy of combining very different methods so that research results can, by triangulation, withstand "threats to validity" that so frequently invalidate single-measure, conventional research.
Psychological Foundations of Education presents some of the principles of psychology that are relevant to learning and teaching. It presents an alternative answer to the problem of the bifurcation of general and educational psychology in the curriculum of teacher preparation. While the solution is provisional and has obvious imperfections, it is offered in the hope that it may stimulate discussion of the problem and other solutions and/or explicit justifications for past practice. Key concepts discussed include teachers’ attitudes and behavior, different types of learning, technology in education, forgetting and extinction, child development, and intelligence measurements. Also covered are the assessment of educational achievement, the social psychology of the classroom, and education in urban schools. This text should have a variety of uses in classes where students are preparing for teaching. It was written specifically for those situations in which the prospective teacher is introduced to psychology through a one- or two-semester integrated sequence.
Psychological Foundations of Education presents some of the principles of psychology that are relevant to learning and teaching. It presents an alternative answer to the problem of the bifurcation of general and educational psychology in the curriculum of teacher preparation. While the solution is provisional and has obvious imperfections, it is offered in the hope that it may stimulate discussion of the problem and other solutions and/or explicit justifications for past practice. Key concepts discussed include teachers’ attitudes and behavior, different types of learning, technology in education, forgetting and extinction, child development, and intelligence measurements. Also covered are the assessment of educational achievement, the social psychology of the classroom, and education in urban schools. This text should have a variety of uses in classes where students are preparing for teaching. It was written specifically for those situations in which the prospective teacher is introduced to psychology through a one- or two-semester integrated sequence.
Thirty-five years ago, the four authors of this book addressed the problems of validity in social science research. They were interested in new and unused methods for obtaining information. The original edition and an expanded version have often been cited as justification for using novel means to supplement, if not replace, conventional techniques, especially survey and archival research. Illustrations abound in this book. While the novelty of the illustrations will keep many a graduate student amused, the more serious purpose is to authorize and motivate ingenuity in obtaining information. Even more fundamental is the strategy of combining very different methods so that research results can, by triangulation, withstand "threats to validity" that so frequently invalidate single-measure, conventional research.
Presented by Holzer (public administration, Rutgers U., US) and Lee (public administration, Catholic U. of Korea), 38 papers address ''public administration professionals who are seeking insights into improving productivity and performance in the context of efficiency, effectiveness, quality, and out.
This book is a comprehensive guide to the methodological, ethical and practical issues involved in undertaking research on sensitive topics. Raymond M Lee explores the reasons why social research may be politically or socially contentious: its relation to issues of social or political power; its capacity to encroach on people's lives; and its potentially problematic nature for the researcher. Issues examined include: the choice of methodologies for sensitive research; problems of estimating the size of hidden populations; questions of sampling, surveying and interviewing; and sensitivity in access and the handling of data. The book also discusses the political and ethical issues at stake in the relations between the researcher and the researched, and in the disclosure, dissemination and publication of research.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.