This book is a guide to research methods for practitioner research. Written in friendly and accessible language, it includes numerous practical examples based on the authors' own experiences in the field, to support readers.
The authors provide information and guidance on developing research skills such as gathering and analysing information and data, reporting findings and research design. They offer critical perspectives to help users reflect on research approaches and to scrutinise key issues in devising research questions.
This book is for undergraduate and postgraduate students, teachers and practitioners in practitioner research development and leadership programmes.
The team of authors are all within the School of Education at the University of Glasgow and have significant experience of working with practitioner researchers in education.
In earlier chapters of Part 4 we examined the principles and techniques associated with conventional ways of undertaking a research study. This chapter shows some non-conventional research methods used in educational research and discusses practical examples.
What Are the ‘Other Methods’?
Novel and creative approaches are increasingly employed in educational research and school evaluations for a number of reasons:
- The data acquired can significantly enrich the overall research process and the credibility of its findings.
- They are instrumental in overcoming challenges associated with accessing participants' views (see Elliot et al., 2007; Moore et al., 2008).
- They effectively serve as a springboard or ‘prompts for discussion’ for getting the primary data (Bailey et al., 2009; Bryman, 2004: 312).
- They are a useful means for triangulating ...