Research Methods In Educational Leadership And Management 3rd Edition Ann Briggs, Marianne Coleman, Marlene Morrison - Solutions

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How can you avoid bias from preceding questions?
How can you avoid difficult questions?
When should you use (a) open-ended questions and (b) closed-ended questions?
What are the general principles for designing questions using the TAP approach?
What is the TAP procedure for constructing questions?
What are ways for reducing problems with interviews and questionnaires?
What are the problems with interview and questionnaire data?
How is theory dealt with in interviews and questionnaires?
When are group (focus group) interviews appropriate?
What are the main broad categories of interviews?
What are the stages of appreciative inquiry?
What distinguishes appreciative inquiry from action research?
What features distinguish participatory action research from action research?
Describe the ten possible stages in the process of action research.
List and discuss the characteristics of research design in action research.
Discuss the principles of action research.
What are the main characteristics of action research?
What is action research?
How do you carry out a case study research design? Compare the approaches of Hartley (1994) and McCutcheon and Meredith (1993).
How do you make case study research designs reliable and valid?
What is the research methodology used in case studies?
How do you use theory in the case study research design?
Why is the context important in case study research design?
How could a case study be used as part of a mixed-method research design?
When do you use case study research design?
What is a case study research design?
Overall, what are the characteristics of an interpretable correlational field study?
How do researchers overcome the problems in correlational field research?
Using mail-out surveys, how do you collect better data and increase return rates?
Define ‘common method variance’. How do you overcome its invalidating effect on survey/correlational field study results?
What is the problem with self-report data in correlational field studies?
When do you need to gather data at different levels?
Why is it important to use different sources, not same-source data, in correlational field studies?
Why is it important to use not only subjective but also hard data in correlational field studies?
Why do researchers need a large sample size? What are the characteristics needed of a sample to help the validity of a correlational field study?
Why do researchers need to carry out longitudinal correlation field study designs?
Why do researchers need to test mediator or moderator effects in correlational field studies?
What is a moderator variable? What does it help to explain?
What is a mediator variable? What does it help to explain?
Why are multiple independent variables usually measured in a correlational field study?
Why are control variables used in correlational field studies? How are they dealt with and analysed?
How do researchers conduct correlational field studies?
What are some of the problems with the correlational field study design?
When should researchers use a correlational field study design?
What is a correlational field study design?
What statistics will be used to analyse the data (e.g., descriptive and multivariate)?
Will a pilot test of the experiment be conducted?
What are potential threats to internal and external validity for the experimental design and procedure? How will they be addressed?
What are the steps in the procedure; for example: random assignment of subjects to groups; collection of demographic information; administration of pre-test; administration of treatment(s); and administration of post-test?
What instruments will be used to measure the outcome – that is, the dependent variable – in the study? Why was it chosen? Who developed it? Does it have established validity and reliability? Has permission been sought to use it?
What experimental research design will be used? What would a visual model of the design look like?
Will variables be co-varied in the experiment? How will they be measured?
What is the treatment condition(s) – that is, the independent variables or factors– in the study? How was it operationalised?
What is the dependent variable in the study? How will it be measured? How many times will it be measured?
How many subjects will be in the experimental and control groups?
How will the subjects be randomly assigned? Will they be matched (e.g., measured on a particular variable at pre-test and then assigned to their conditions on the basis of their score on that variable)? How?
How were the subjects selected? Was a random selection method used?
Who are the subjects in the study? To what populations do these subjects belong?
What would be real-life phenomena where conducting an experiment would be the best way to assess if the independent variable causes the dependent variable;that is, explains the phenomenon?
What is an interrupted time-series design? What are the advantages of the interrupted time series with a non-equivalent no-treatment comparison group design over the simple interrupted time-series design?
What variations can be made to improve the non-equivalent pre-test–post-test control group design?
Explain why a non-equivalent pre-test–post-test control group design is an interpretable(quasi-) experimental design.
What is a randomised pre-test–post-test experimental/control groups design?What is the non-equivalent version and how does it differ from a true experiment?
Explain why a one-group pre-test–post-test design is an uninterpretable design.
What is a one-group pre-test–post-test design?
What are the types of experimental designs commonly used in the field?
What is a quasi-experiment? How may it differ from a true experiment?
What is an experimental field study?
What is a true experiment? What are its main characteristics?
What is an experiment? What are the different types?
How do you interpret your results?
Define the various types of data collection.
Why are longitudinal designs predictive?
What do the individual, dyad, group, organisational, and industry level of analysis mean?
What is the difference between qualitative and quantitative designs?
What are the different types of research designs?
What is research design?
Why is causality hard to show in the social sciences? What should you do to help overcome this problem?
What is an empirical study?
What is an independent variable, dependent variable, mediator variable, moderator variable, and control variable?
What is a variable?
What is a hypothesis?
What is a theory?
What are the types of substantive and methodological criticisms that are made of past research?
What is a research question?
How can you best convey your argument to your reader?
Who is your reader?
What is your argument?
Why are you writing?
How can I best use my chosen methods of analysis to create new knowledge?
How can my analysis of qualitative data reflect and support my purposes in undertaking qualitative research?
Why do I undertake qualitative research?
What statistical method is best suited to testing your model? Why?
Distributed leadership is often said to improve organisational performance.Can you develop a model of the relationship between distributed leadership and an outcome variable related to organisational performance, using whatever mediating variables are appropriate?
Will you be comparing your respondents with themselves or with a comparison group? Therefore, what sort of analysis will you be undertaking?
What descriptive statistics can you generate with SPSS? Do you know how to get the ones you need?
Can you remember what the different types of variables are? What sort are your data going to be?
Your organisation is committed to student voice as integral to decisionmaking activities. Can you think of ways in which diaries with children and young people might enhance such activities?
Your school is embarking upon a leadership development programme.Think about how and why weblogs might be a useful means to research and evaluate progress and outcomes.
International conferences are frequently locations where leadership researchers meet to consider leadership activities across cultures and nations. Think about the possibilities of diary use as the means to investigate leadership and/or enhance communities of practice post-conference.

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Research Methods In Educational Leadership And Management 3rd Edition Ann Briggs, Marianne Coleman, Marlene Morrison - Solutions

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