RESEARCH METHOD COHEN ok

NOTES 595
Gender and Careers. Lewes:Falmer;Blease,D.and
Cohen, L. (1990) Coping with Computers: An
Ethnographic Study in Primary Classrooms. London:
Paul Chapman; Evetts, J. (1990) Women in Primary
Teaching. London:UnwinHyman; Goodson,
I. (1990) The Making of Curriculum. Lewes:
Falmer; Evetts, J. (1991) The experience of secondary
headship selection: continuity and change.
Educational Studies, 17(3),285–94;Sikes,P.and
Troyna, B. (1991) True stories: a case study in the
use of life histories in teacher education. Educational
Review, 43 (1),3–16; Winkley,D. (1995)
Diplomats and Detectives: LEA Advisers and Work.
London: Robert Royce.
9 SURVEYS, LONGITUDINAL,
CROSS-SECTIONAL AND TREND STUDIES
1 There are several examples of surveys, including
the following: Millan, R., Gallagher, M. and Ellis, R.
(1993) Surveying adolescent worries: development
of the ‘Things I Worry About’ scale. Pastoral
Care in Education, 11(1),43–57;Boulton,M.J.
(1997) Teachers’ views on bullying: definitions,
attitudes and abilities to cope. British Journal of
Educational Psychology, 67,223–33;Cline,T.and
Ertubney, C. (1997) The impact of gender on
primary teachers’ evaluations of children’s difficulties
in school. British Journal of Educational Psychology,
67, 447–56; Dosanjh, J. S. and Ghuman, P. A. S.
(1997) Asian parents and English education – 20
years on: a study of two generations. Educational
Studies, 23 (3), 459–72; Foskett, N. H. and
Hesketh, A. J. (1997) Constructing choice in
continuous and parallel markets: institutional
and school leavers’ responses to the new post-
16 marketplace. Oxford Review of Education,
23 (3), 299–319; Gallagher, T., McEwen, A. and
Knip, D. (1997) Science education policy: a
survey of the participation of sixth-form pupils
in science and the subjects over a 10-year
period, 1985–95. Research Papers in Education,
12 (2), 121–42; Jules, V. and Kutnick, P. (1997)
Student perceptions of a good teacher: the gender
perspective. British Journal of Educational Psychology,
67, 497–511; Borg, M. G. (1998) Secondary
school teachers’ perceptions of pupils’ undesirable
behaviours. British Journal of Educational Psychology,
68, 67–79; Papasolomoutos, C. and Christie, T.
(1998) Using national surveys: a review of
secondary analyses with special reference to schools.
Educational Research, 40 (3), 295–310;Tatar,M.
(1998) Teachers as significant others: gender
differences in secondary school pupils’ perceptions.
British Journal of Educational Psychology, 68,
255–68; Terry, A. A. (1998) Teachers as targets
of bullying by their pupils: a study to investigate
incidence. British Journal of Educational Psychology,
68, 255–68; Hall, K. and Nuttall, W. (1999) The
relative importance of class size to infant teachers
in England. British Educational Research Journal, 25
(2), 245–58; Rigby, K. (1999) Peer victimisation
at school and the health of secondary school
students. British Journal of Educational Psychology,69,
95–104; Strand, S. (1999) Ethnic group, sex and
economic disadvantage: associations with pupils’
educational progress from Baseline to the end of
Key Stage 1. British Educational Research Journal, 25
(2), 179–202.
Examples of different kinds of survey studies are
as follows: Francis’s (1992) ‘true cohort’ study of
patterns of reading development, following a group
of 54 young children for two years at six-monthly
intervals; Blatchford’s (1992) cohort, cross-sectional
study of 133–175 children (two samples) and their
attitudes to work at 11 years of age; a largescale,
cross-sectional study by Munn et al. (1990)
into pupils’ perceptions of effective disciplinarians,
with a sample size of 543; a trend/prediction study
of school building requirements by a government
department (Department of Education and Science
1977), identifying building and improvement needs
based on estimated pupil populations from births
during the decade 1976–86; a survey study by Belson
(1975) of 1,425 teenage boys’ theft behaviour; a
survey by Hannan and Newby (1992) of 787 student
teachers (with a 46 per cent response rate) and
their views on government proposals to increase the
amount of time spent in schools during the training
period.
2 Examples of longitudinal and cross-sectional studies
include the following: Davies, J. and Brember, I
(1997) Monitoring reading standards in year 6:
a 7-year cross-sectional study. British Educational
Research Journal, 23 (5), 615–22;Preisler, G. M.
and Ahström, M. (1997) Sign language for hard
of hearing children – a hindrance or a benefit for
their development European Journal of Psychology
of Education, 12 (4), 465–77;Busato,V. V.,
Prins, F. J., Elshant, J. J. and Hamaker, C. (1998)
Learning styles: a cross-sectional and longitudinal
study in higher education. British Journal of
Educational Psychology, 68,427–41;Davenport,E.
C. Jr, Davison, M. L., Kuang, H., Ding, S., Kin,
S-K. and Kwak, N. (1998) High school mathematics
course-taking by gender and ethnicity.
American Educational Research Journal, 35
(3), 497–514; Davies, J. and Brember, I. (1998)
Standards in reading at key stage 1 – a crosssectional
study. Educational Research,40(2),153–60;
Marsh, H. W. and Yeung, A. S. (1998) Longitudinal
structural equation models of academic
Notes