{"product_id":"how-to-do-a-research-project-isbn-9781405114899","title":"How to do a Research Project","description":"In \u003ci\u003eHow to do a Research Project,\u003c\/i\u003e Colin Robson has created an essential tool for students. Written specifically to address the needs and concerns of the undergraduate, this tightly focused volume guides students through the process of conducting and completing a research project and is relevant to all disciplines that require the use of social research methods. \u003cp\u003eFriendly and accessible, this text includes a number of accompanying support materials to aid students further. Closely integrated sets of end-of-chapter tasks covering all aspects of research projects from design to completion, as well as lists of suggested further reading, enhance each chapter. Additionally, an extensive associated website at www.blackwellpublishing.com\/researchproject gives students access to a wide range of helpful materials relevant to their particular needs, making this book an invaluable resource.\u003c\/p\u003e  Acknowledegments. \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART I: Making preparations:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProject planning checklist.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Preliminaries.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRecognizing realities.\u003c\/p\u003e \u003cp\u003eAs a student on a course.\u003c\/p\u003e \u003cp\u003eIf you are by yourself.\u003c\/p\u003e \u003cp\u003eIf you are doing this as part of your job.\u003c\/p\u003e \u003cp\u003eTo everybody.\u003c\/p\u003e \u003cp\u003eMaking it worthwhile.\u003c\/p\u003e \u003cp\u003eConsidering your audience(s).\u003c\/p\u003e \u003cp\u003eIndividual or group research?.\u003c\/p\u003e \u003cp\u003eTypes of group research.\u003c\/p\u003e \u003cp\u003eSupport groups.\u003c\/p\u003e \u003cp\u003eWorking together successfully.\u003c\/p\u003e \u003cp\u003eProject milestones.\u003c\/p\u003e \u003cp\u003eThe structure of the book.\u003c\/p\u003e \u003cp\u003eEnd-of-chapter tasks.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eChapter 1 tasks.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Approaches to research.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA concern for truth.\u003c\/p\u003e \u003cp\u003eDifferent purposes of research.\u003c\/p\u003e \u003cp\u003eDescription.\u003c\/p\u003e \u003cp\u003eExploration.\u003c\/p\u003e \u003cp\u003eExplanation.\u003c\/p\u003e \u003cp\u003eEmancipation.\u003c\/p\u003e \u003cp\u003eResearch design.\u003c\/p\u003e \u003cp\u003eThe qualitative\/quantitative divide.\u003c\/p\u003e \u003cp\u003eFixed and flexible designs.\u003c\/p\u003e \u003cp\u003eFixed designs.\u003c\/p\u003e \u003cp\u003eFlexible designs.\u003c\/p\u003e \u003cp\u003eOverview of some different research traditions.\u003c\/p\u003e \u003cp\u003eAction research.\u003c\/p\u003e \u003cp\u003eCase studies.\u003c\/p\u003e \u003cp\u003eDocumentary analysis.\u003c\/p\u003e \u003cp\u003eEthnographic research.\u003c\/p\u003e \u003cp\u003eEvaluation research.\u003c\/p\u003e \u003cp\u003eExperiments.\u003c\/p\u003e \u003cp\u003eGrounded theory studies.\u003c\/p\u003e \u003cp\u003eSurveys.\u003c\/p\u003e \u003cp\u003eA note on feminist research.\u003c\/p\u003e \u003cp\u003eChoosing an approach.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eChapter 2 tasks.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Developing your ideas.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSelecting a topic.\u003c\/p\u003e \u003cp\u003eReplication research.\u003c\/p\u003e \u003cp\u003eFrom a topic to research questions.\u003c\/p\u003e \u003cp\u003eFrom research questions to a research design.\u003c\/p\u003e \u003cp\u003eDo I really need research questions?.\u003c\/p\u003e \u003cp\u003eHypotheses.\u003c\/p\u003e \u003cp\u003eDeveloping the design.\u003c\/p\u003e \u003cp\u003eFinding and using sources.\u003c\/p\u003e \u003cp\u003ePlanning the search for sources.\u003c\/p\u003e \u003cp\u003eInternet searching.\u003c\/p\u003e \u003cp\u003eLibrary searching.\u003c\/p\u003e \u003cp\u003eAsking the author.\u003c\/p\u003e \u003cp\u003eDealing with the sources.\u003c\/p\u003e \u003cp\u003eEthical considerations.\u003c\/p\u003e \u003cp\u003eEthics committees.\u003c\/p\u003e \u003cp\u003eEthics guidelines.\u003c\/p\u003e \u003cp\u003eAvoiding the unethical.\u003c\/p\u003e \u003cp\u003eConfirming your choices.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eChapter 3 tasks.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Selecting the method(s) of collecting data.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTrustworthiness and credibility.\u003c\/p\u003e \u003cp\u003eReliability.\u003c\/p\u003e \u003cp\u003eValidity.\u003c\/p\u003e \u003cp\u003eResearch arguments.\u003c\/p\u003e \u003cp\u003eData collection methods.\u003c\/p\u003e \u003cp\u003eInterviews.\u003c\/p\u003e \u003cp\u003eFully structured interviews.\u003c\/p\u003e \u003cp\u003eSemi-structured interviews.\u003c\/p\u003e \u003cp\u003eUnstructured interviews.\u003c\/p\u003e \u003cp\u003eGroup interviews.\u003c\/p\u003e \u003cp\u003eTelephone interviews.\u003c\/p\u003e \u003cp\u003eUsing interviews in your project.\u003c\/p\u003e \u003cp\u003eQuestionnaires and diaries.\u003c\/p\u003e \u003cp\u003eQuestionnaires.\u003c\/p\u003e \u003cp\u003eDiaries.\u003c\/p\u003e \u003cp\u003eUsing questionnaires or diaries in your project.\u003c\/p\u003e \u003cp\u003eTests and scales.\u003c\/p\u003e \u003cp\u003eUsing tests or scales in your project.\u003c\/p\u003e \u003cp\u003eObservation – structured and participant.\u003c\/p\u003e \u003cp\u003eStructured observation.\u003c\/p\u003e \u003cp\u003eParticipant observation.\u003c\/p\u003e \u003cp\u003eUsing observation in your project.\u003c\/p\u003e \u003cp\u003eUsing documents and other secondary sources.\u003c\/p\u003e \u003cp\u003eLibrary research.\u003c\/p\u003e \u003cp\u003eUnobtrusive measures.\u003c\/p\u003e \u003cp\u003eUsing documents in your project.\u003c\/p\u003e \u003cp\u003eOther methods.\u003c\/p\u003e \u003cp\u003eUsing multiple methods.\u003c\/p\u003e \u003cp\u003eWhich method?.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eChapter 4 tasks.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART II: Doing it:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Practicalities of data collection.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSampling and sample sizes.\u003c\/p\u003e \u003cp\u003eRepresentative samples.\u003c\/p\u003e \u003cp\u003eNon-probability samples.\u003c\/p\u003e \u003cp\u003eInformed consent.\u003c\/p\u003e \u003cp\u003eLaboratory research.\u003c\/p\u003e \u003cp\u003eGaining access for field research.\u003c\/p\u003e \u003cp\u003eFormal and informal contracts.\u003c\/p\u003e \u003cp\u003eGetting on and getting out.\u003c\/p\u003e \u003cp\u003eInsider research.\u003c\/p\u003e \u003cp\u003ePilots.\u003c\/p\u003e \u003cp\u003eCollecting the data.\u003c\/p\u003e \u003cp\u003eWhat to do if you run into difficulties or out of time.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eChapter 5 tasks.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART III: Making something of it:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Analysing and interpreting your findings.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat this chapter tries to do.\u003c\/p\u003e \u003cp\u003ePreparing for analysis.\u003c\/p\u003e \u003cp\u003eQuantitative (numerical) data.\u003c\/p\u003e \u003cp\u003eCategorical variables.\u003c\/p\u003e \u003cp\u003eOrdered categorical variables.\u003c\/p\u003e \u003cp\u003eSummarizing and displaying categorical data.\u003c\/p\u003e \u003cp\u003eContinuous variables.\u003c\/p\u003e \u003cp\u003eCalculating summary statistics with continuous variables.\u003c\/p\u003e \u003cp\u003eCalculating variability.\u003c\/p\u003e \u003cp\u003eDisplaying continuous variables.\u003c\/p\u003e \u003cp\u003eStatistical tests and statistical significance.\u003c\/p\u003e \u003cp\u003eEffect sizes.\u003c\/p\u003e \u003cp\u003eClinical significance.\u003c\/p\u003e \u003cp\u003eWhat test do I use?.\u003c\/p\u003e \u003cp\u003eQualitative data.\u003c\/p\u003e \u003cp\u003eData reduction and organization.\u003c\/p\u003e \u003cp\u003eAn example – the grounded theory approach to analysis.\u003c\/p\u003e \u003cp\u003eUsing specialist computer packages for qualitative data analysis.\u003c\/p\u003e \u003cp\u003eSummary of qualitative data analysis.\u003c\/p\u003e \u003cp\u003eInterpretation - what is going on here?.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eChapter 6 tasks.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Writing the report.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning and drafting.\u003c\/p\u003e \u003cp\u003eResearch arguments.\u003c\/p\u003e \u003cp\u003eClaims.\u003c\/p\u003e \u003cp\u003eReasons and evidence.\u003c\/p\u003e \u003cp\u003eConsidering your audience(s) again.\u003c\/p\u003e \u003cp\u003eAvoiding plagiarism.\u003c\/p\u003e \u003cp\u003eProfessional standards.\u003c\/p\u003e \u003cp\u003eLanguage matters.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eAbstracts and executive summaries.\u003c\/p\u003e \u003cp\u003eThe first full draft.\u003c\/p\u003e \u003cp\u003eRevising and polishing.\u003c\/p\u003e \u003cp\u003eThe final version.\u003c\/p\u003e \u003cp\u003eOther forms of presentation.\u003c\/p\u003e \u003cp\u003eA final word.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eChapter 7 tasks.\u003c\/p\u003e \u003cp\u003eReferences and author index.\u003c\/p\u003e \u003cp\u003eSubject index\u003c\/p\u003e \"Most introductory research methods texts are dreary, overly technical, weighty manuals that no one really wants to read. \u003ci\u003eHow to Do a Research Project\u003c\/i\u003e is not one of these. It is a highly readable, engaging guide that provides the necessary technical detail minus the dryness.\" (\u003ci\u003eInternational Journal of Qualitative Methods\u003c\/i\u003e, Spring 2007) \u003cb\u003eColin Robson\u003c\/b\u003e is a Professor in the Centres for Applied Childhood Studies and Evaluation Studies at Huddersfield University, and chief consultant to a major international project on the education of children with disabilities, difficulties and disadvantages, OECD, Paris. He is the author of the bestselling\u003ci\u003e Real World Research\u003c\/i\u003e, (second edition, Blackwell, 2002).  In \u003ci\u003eHow to do a Research Project,\u003c\/i\u003e Colin Robson has created an essential tool for students. Written specifically to address the needs and concerns of the undergraduate, this tightly focused volume guides students through the process of conducting and completing a research project and is relevant to all disciplines that require the use of social research methods. \u003cp\u003eFriendly and accessible, this text includes a number of accompanying support materials to aid students further. Closely integrated sets of end-of-chapter tasks covering all aspects of research projects from design to completion, as well as lists of suggested further reading, enhance each chapter. Additionally, an extensive associated website at www.blackwellpublishing.com\/researchproject gives students access to a wide range of helpful materials relevant to their particular needs, making this book an invaluable resource.\u003c\/p\u003e  \"An excellent, succinct, comprehensive, one-stop resource. Students and tutors will appreciate the book's accessibility, clarity, ease of use and practical suggestions for how to conduct a well informed and rigorous research project. \" \u003ci\u003e—\u003c\/i\u003e\u003cb\u003eSaul Becker\u003c\/b\u003e\u003ci\u003e, Director of Research, School of Sociology and Social Policy, University of Nottingham\u003c\/i\u003e  \u003cp\u003e\"As someone responsible for an honours thesis seminar in anthropology, where undergraduates are to undertake their own research projects, I found this newest contribution by Colin Robson to be of substantial value and special merit. Robson is keenly aware of the many difficulties encountered by students in making the transition from consumers to producers of knowledge. This work draws in readers with illuminating guidelines and it educates even those with an advanced knowledge in research methods. As usual, Robson is able to synthesize and present knowledge distilled not just from personal experience but also from his coverage of the vast methods literature. He does so in a manner that, far from overwhelming students, furnishes students with an invitation to undertake exciting projects in social research that will surely leave them with a lasting impression.\"\u003cbr\u003e –\u003cb\u003eDr Maximilian Forte\u003c\/b\u003e\u003ci\u003e, Department of Sociology and Anthropology, Concordia University\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"Colin Robson has produced a practical guide for undergraduates conducting research projects. The text is clear and accessible and includes material on planning, conducting and writing-up projects. It will be a valuable guide for beginners.\"\u003cbr\u003e –\u003cb\u003eBob Burgess\u003c\/b\u003e\u003ci\u003e, University of Leicester\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"Having just graduated, I wish this book had been available when I was pursuing my undergraduate degree. Research projects can be very daunting for undergraduate students when they are let loose on a project of their own in the third year. This book provides some handholding during these times with its very clear and logical structure... This book’s main purpose is to aid final-year undergraduate students, but it would also benefit levels one and two as it explains the basics of conducting research projects and general information, such as ethics and plagiarism in a clear and accessible way... This book levels the playing field of information so that all students have the same basis for their projects, e.g., a clear understanding of design and research types... Lecturers could use this book as a primer to save time explaining the basics, thereby allowing more time for expert guidance... \u003ci\u003eHow to Do a Research Project\u003c\/i\u003e brings clarity, simplicity, and brevity to the methodology behind research projects. I suggest that higher-education institutions recommend this accessible and practical book to students as prerequisite reading where applicable.\"\u003cbr\u003e \u003ci\u003e–\u003c\/i\u003e\u003cb\u003eTamsin Shaw\u003c\/b\u003e\u003ci\u003e, University of Leeds (in 'Qualitative Research In Psychology')\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003e\"How to Do a Research Project\u003c\/i\u003e...is a highly readable, engaging guide that provides the necessary technical detail minus the dryness. ... This volume...represents a comprehensive yet concise primer for anyone contemplating undertaking research. It is also a constructive resource for instructors and supervisors of student research. ... Drawing on his lengthy career in research and teaching, Robson interjects the mundane realities, potential pitfalls, and other considerations likely to arise during the research process. ... After reading the text in its entirety, students will find these handy reference tools [text boxes] useful to return to when conducting a \u003ci\u003elive\u003c\/i\u003e research project. ... Included also is a valuable section on searching, reviewing, and summarizing the literature that will be useful for students. ...for the novice or tentative researcher Robson's commonsense style of writing conveys an intuitive grasp of the process that brings the reader into the \"feel\" of the project, breaking the research process down into logical, manageable stages, which is empowering and encouraging, rather than presenting the process as a daunting one that can dissuade students. ... At a cost of $24.95 (US\/Cdn) this book is accessible to students and it is \u003ci\u003enot\u003c\/i\u003e just another dry, dull research methods textbook.\"\u003cbr\u003e –\u003cb\u003eLynn Eldershaw\u003c\/b\u003e\u003ci\u003e, PhD, International Institute for Qualitative Methodology, University of Alberta (in\u003c\/i\u003e International Journal of Qualitative Methods 6 (2) June 2007\u003ci\u003e)\u003c\/i\u003e\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989378547941,"sku":"NP9781405114899","price":72.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405114899.jpg?v=1761783882","url":"https:\/\/k12savings.com\/products\/how-to-do-a-research-project-isbn-9781405114899","provider":"K12savings","version":"1.0","type":"link"}