1.1
The subjective-objective dimension
2.1
Steps in an ‘ideal’ participatory research approach
2.2
Positivist, interpretive and critical paradigms in educational research
4.1
Two unrelated factors caused by a third factor
4.2
Positive and negative causes on an effect
4.3
Modelling causes and effects
5.1
Seedhouse’s ethical pyramidal grid
7.1
A planning sequence for research
7.2
Understanding the levels of organizational culture
8.1
Distribution of sample means showing the spread of a selection of sample means around the population mean
8.2
Snowball sampling
11.1
Stages in the planning of naturalistic, qualitative and ethnographic research
11.2
Elements of a qualitative research design
11.3
Seven steps in qualitative data analysis
11.4
Five stages in critical ethnography
13.1
Stages on the planning of a survey
13.2
Types of developmental research
14.1
A typology of observation studies
15.1
Four types of ex post facto research
15.2
Two causes and two effects
16.1
Independent and dependent variables
16.2
The ‘true’ experiment
16.3
Interaction effects in an experiment
16.4
Two groups receiving both conditions (repeated measures)
16.5
The ABAB design
16.6
An ABAB design in an educational setting
17.1
Class size and learning in well-controlled and poorly controlled studies
18.1
A model of emancipatory action research for organizational change
18.2
The full action research cycle
18.3
A framework for action research
20.1
A flow chart technique for question planning
20.2
A flow chart for the planning of a postal survey
21.1
Methods of administering interviews
22.1
A sociogram in sociometry
22.2
Graphic network portraying strengths or types of relationship
23.1
Continua of observation
25.1
Simple grid layout
25.2
A completed grid
25.3
A grid cluster representation
25.4
A self-identity plot
25.5
Spatial representation of elements and constructs
28.1
Edited screen shot of emails in a threaded conversation
32.1
An early twentieth-century photograph of children in an art lesson
32.2
Matching the viewer’s field of vision and the shape of the main part of a photograph
34.1
Test scores of two groups
34.2
The predictions of a one-tailed test that predicts a higher score
34.3
The predictions of a one-tailed test that predicts a lower score
34.4
The predictions of a two-tailed test
34.5
The normal curve of distribution
34.6
Skewed distributions
34.7
How well learners are cared for, guided and supported
34.8
Staff voluntarily taking on coordination roles
34.9
Types of kurtosis
35.1
A line graph of test scores
35.2
Distribution around a mean with an outlier
35.3
A platykurtic distribution of scores
35.4
A leptokurtic distribution of scores
35.5
Correlation scatterplots
35.6
A line diagram to indicate curvilinearity
35.7
Visualization of correlation of 0.65 between reading grade and arithmetic grade
35.8
SPSS output from partial correlation, controlling for socio-economic status
35.9
SPSS output for partial correlations, controlling for part-time work
36.1
Graphic plots of two sets of scores on a dependent variable
36.2
A scatterplot with the regression line (SPSS output)
36.3
A scatterplot with grid lines and regression line (SPSS output)
36.4
Multiple regression to determine relative weightings
36.5
Standardizing scores
37.1
A scree plot
37.2
Three-dimensional rotation
37.3
Cluster analysis
37.4
Students’ perceptions of social episodes
37.5
Perception of social episodes
37.6
Path analysis modelling with AMOS (AMOS output)
37.7
Path analysis with calculations added (AMOS output)
37.8
A structural equation model 695 38.1 Choosing statistical tests for parametric and non-parametric data