By Colin Lankshear, Michele Knobel
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Extra info for A Handbook for Teacher Research
Without such a statement or artefact the study exists only as private experience without any basis for asserting its claims. Looking ahead The rest of this book presents an extended discussion of how to realize these generic features in teacher research. Chapter 2 looks at the way researchers strive for systematic inquiry by ensuring coherence between their research purposes, the theoretical and conceptual frameworks that inform the research project, and their approaches to data collection and data analysis.
Six key points about research design There are six important things to stress about research design and developing an appropriate design for a qualitative (or quantitative) study. 1 2 3 The various kinds of research designs that exist are variations around a more or less common set of components. Every viable research design will contain a set of key concepts or constructs around which the study is organized and ‘conceptualized’. Without a carefully constructed conceptual framework there is nothing to hold the study together as a coherent ‘whole’.
The relationships between them are not always well understood, and this may help to explain why beginning researchers often find it difficult to frame a clear and succinct focus for their projects. In our own work we think of the research question very much as an angle or a perspective on a problem. We see it in terms of how addressing the question will help to resolve or throw additional light on the problem or meet a challenge. We also think of the research question in terms of a focus that reflects an aim to be implemented in the research project by pursuing a series of objectives that collectively tackle and cover (or ‘exhaust’) the question.