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Children as Social Researchers - Center for the Study of Childhood ...

Children as Social Researchers - Center for the Study of Childhood ...

Children as Social Researchers - Center for the Study of Childhood

Children as Social Researchers A Resource Book for Teachers and Other Educators Edited by Spyros Spyrou With a Forward by Mary Kellett Contributions by Loucas Antoniou, Mehves Beyidoglu, Chrystalla Ellina, Iasonas Lamprianou, Dilek Latif, Spyros Spyrou, Loizos Symeou

  • Page 2 and 3: Children as social researchers : a
  • Page 5: Contents Foreword ……………
  • Page 8 and 9: Children’s participation and voic
  • Page 10 and 11: Acknowledgements This book would no
  • Page 12 and 13: world may be achieved. Yet, childre
  • Page 14 and 15: learn. Social research methods can
  • Page 16 and 17: (Research Ethics) provides a brief
  • Page 18 and 19: world and to gain new knowledge and
  • Page 20 and 21: Students’ engagement with social
  • Page 22 and 23: Chapter 3 APPROACHES OF RESEARCH AN
  • Page 24 and 25: quantitative research paradigm is b
  • Page 26 and 27: interviews, documents, and observat
  • Page 28 and 29: target population unless the sample
  • Page 30 and 31: i.e., the researcher may sample the
  • Page 32 and 33: TABLE 2 Schools’ sample (50.3% of
  • Page 34 and 35: subjects are chosen in a way that i
  • Page 36 and 37: Box 3.6: A simplified example of a
  • Page 38 and 39: It is always a good idea to invest
  • Page 40 and 41: Findings of low validity, namely in
  • Page 42 and 43: The novice researcher should bear i
  • Page 44 and 45: Box 3.10: Criteria of validity and
  • Page 46 and 47: Chapter 4 RESEARCH ETHICS LEARNING
  • Page 48 and 49: instance, consider the case of a st
  • Page 50 and 51: Deception Deception in social resea
  • Page 52 and 53:

    At the same time, however, research

  • Page 54 and 55:

    Chapter 5 DESIGNING RESEARCH PROJEC

  • Page 56 and 57:

    ecommendations for solutions or cha

  • Page 58 and 59:

    • “How plausible is the reasoni

  • Page 60 and 61:

    3. Research question(s): What do ch

  • Page 62 and 63:

    Chapter 6 FIELD RESEARCH LEARNING O

  • Page 64 and 65:

    6.2. Field research and the researc

  • Page 66 and 67:

    especially at the beginning of fiel

  • Page 68 and 69:

    this picture? Or, What do you feel

  • Page 70 and 71:

    But how does a field researcher rec

  • Page 72 and 73:

    Marios then said to me that the vil

  • Page 74 and 75:

    • How do people interact and beha

  • Page 76 and 77:

    common practice is to replace real

  • Page 78 and 79:

    • Have children in pairs informal

  • Page 80 and 81:

    Chapter 7 QUALITATIVE INTERVIEWING

  • Page 82 and 83:

    Qualitative interviewing can be tri

  • Page 84 and 85:

    the questions posed. Since response

  • Page 86 and 87:

    2. Who is usually behind these hous

  • Page 88 and 89:

    what type of questions to ask? Ther

  • Page 90 and 91:

    Feeling questions Knowledge questio

  • Page 92 and 93:

    Box 7.10: Examples Bad example: Do

  • Page 94 and 95:

    questions can influence the quality

  • Page 96 and 97:

    We make use of ‘who’, ‘where

  • Page 98 and 99:

    7.7.Issues/practicalities to consid

  • Page 100 and 101:

    members of the group who are less t

  • Page 102 and 103:

    voice to marginalized groups in soc

  • Page 104 and 105:

    to probe and to ask questions so as

  • Page 106 and 107:

    8.2. What is qualitative data analy

  • Page 108 and 109:

    2006:47; Strauss and Corbin 1990:63

  • Page 110 and 111:

    day. Monday say Mike, Theo, Tuesday

  • Page 112 and 113:

    analysis and eventually help us to

  • Page 114 and 115:

    • = Conflicting situations • =

  • Page 116 and 117:

    Tips for communicating the material

  • Page 118 and 119:

    Chapter 9 SURVEYS LEARNING OBJECTIV

  • Page 120 and 121:

    The first step to follow is to form

  • Page 122 and 123:

    your neighborhood. Would you attend

  • Page 124 and 125:

    abuse may “threaten a respondent

  • Page 126 and 127:

    Box 9.7: Types of surveys • Face-

  • Page 128 and 129:

    • Missing information per questio

  • Page 130 and 131:

    Chapter 10 QUANTITATIVE DATA ANALYS

  • Page 132 and 133:

    number can give us a very good firs

  • Page 134 and 135:

    value, the youngest person is 5 yea

  • Page 136 and 137:

    Then we will re-categorize our data

  • Page 138 and 139:

    A pie chart is used below (see Box

  • Page 140 and 141:

    In the chart below (see Box 10.6) v

  • Page 142 and 143:

    10.3. Summary This chapter on quant

  • Page 144 and 145:

    driving a car: the more you play th

  • Page 146 and 147:

    11.3. Structure of a research repor

  • Page 148 and 149:

    Tips for the teacher The best way t

  • Page 150 and 151:

    and make public presentations throu

  • Page 152 and 153:

    Presentation of quantitative result

  • Page 154 and 155:

    Box 12.4: Example A: Pictures Most

  • Page 156 and 157:

    Tips for communicating the material

  • Page 158 and 159:

    Fieldnotes: Any data that a field r

  • Page 160 and 161:

    Useful Electronic Documents Useful

  • Page 162 and 163:

    Motivating Pupils to Write by Paul

  • Page 164 and 165:

    training materials on social resear

  • Page 166 and 167:

    Israel, Mark and Iain Hay 2006 Rese

  • Page 168 and 169:

    Silverman, David, ed. 2004 Qualitat

  • Page 170 and 171:

    British Educational Research Associ

  • Page 172 and 173:

    Kellett, Mary 2005 How to Develop C

  • Page 174 and 175:

    Save the Children 2004 So You Want

  • Page 176 and 177:

    Promoting Women's Rights: Policies

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