Publications:

Methodology

 

Prof. Taber teaches about educational research methods



Some publications relating to research methodology:


Taber, K. S. (2017). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 1-24. doi:10.1007/s11165-016-9602-2 (Open access)


Taber, K. S. (2017). Always a matter of interpretation: inferring student knowledge and understanding from research data. Chemistry Education Research and Practice, 18(1), 7-12. doi:DOI: 10.1039/c6rp90012g


Taber, K. S. (2016). What is wrong with ‘practice’ papers. Chemistry Education Research and Practice, 17(3), 639-645. doi:10.1039/c6rp90009g


Taber, K. S. (2016). Methodological Issues in Science Education Research. In A. M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Singapore: Springer Singapore. Retrieved from http://dx.doi.org/10.1007/978-981-287-532-7_35-1.


Taber, K. S. (2014). Methodological issues in science education research: a perspective from the philosophy of science. In M. R. Matthews (Ed.), International Handbook of Research in History and Philosophy for Science and Mathematics Education (pp. 1839-1894). Dordrecht: Springer.


Taber, K. S. (2014). Ethical considerations of chemistry education research involving ''human subjects''. Chemistry Education Research and Practice, 15(2), 109-113.


Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.


Taber, K. S. (2013). Building theory from data: grounded theory. In E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 270-283). London: Sage.


Taber, K. S. (2013). Beyond positivism: 'scientific' research into education. In E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 287-304). London: Sage.


Taber, K. S. (2013). Action Research and the Academy: seeking to legitimise a ‘different’ form of research. Teacher Development, 17(2), 288-300.


Taber, K. S. (2013). Non-random thoughts about research. Chemistry Education Research and Practice, 14(4), 359-362. doi: 10.1039/c3rp90009f


Taber, K. S. (2013). Who counts as an author when reporting educational research? Chemistry Education Research and Practice, 14(1), 5-8.


Taber, K. S. (2012). Vive la différence? Comparing ‘like with like’ in studies of learners’ ideas in diverse educational contexts. Educational Research International, 2012(Article 168741), 1-12. Retrieved from http://www.hindawi.com/journals/edu/2012/168741/ doi:10.1155/2012/168741 (Open access: available for free download).


Taber, K. S. (2012). Prioritising paradigms, mixing methods, and characterising the 'qualitative' in educational research. Teacher Development, 16(1), 125-138. doi: 10.1080/13664530.2012.674294 (Download manuscript version Taber, K. S. (2012). Prioritising paradigms, mixing methods, and characterising the 'qualitative' in educational research MSV.pdf)


Taber, K. S. (2012). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4-7.


Taber, K. S. (2011). Ken Springer: Educational Research: A Contextual Approach. Science & Education, 22(5), 1267–1279. doi:10.1007/s11191-011-9420-x. (Download manuscript version Taber, K. S. (2013). Ken Springer- Educational Research- A Contextual Approach MSV.pdf)


Taber, K. S. (2011). Conducting research in educational contexts. Teacher Development, 15(3), 395-402


Taber, K. S. (2009) Building theory from data: grounded theory. In E. Wilson (Editor) School-based Research: A guide for education students, London: Sage, pp.216-229.


Taber, K. S. (2009) Beyond positivism: ‘Scientific’ research into education. In E. Wilson (Editor), School-based Research: A guide for education students, London: Sage, pp.233-250


Taber, K. S. (2008) Of Models, Mermaids and Methods: The Role of Analytical Pluralism in Understanding Student Learning in Science, in Ingrid V. Eriksson (Ed.) Science Education in the 21st Century, pp.69-106. Hauppauge, NY: Nova Science Publishers.


Taber, K. S. (2007) Classroom-based Research and Evidence-based Practice: A Guide for Teachers, SAGE Publications. ISBN: 9781412923231 / 9781412923224 (208 pages)


Taber, K. S. & Student, T. A. (2003) How was it for you?: the dialogue between researcher and colearner, Westminster Studies in Education, 26 (1), pp.33-44.


Taber, K. S. (2002) “Intense, but it’s all worth it in the end”: the colearner’s experience of the research process, British Educational Research Journal, 28 (3), 435-457.


Taber, K. S. (2000) Case studies and generalisability - grounded theory and research in science education, International Journal of Science Education, 22 (5), pp.469-487.


Taber, K. S. (1994) The teacher-researcher’s duty: accounting for ourselves to our co-learners, in Laidlaw, M., Lomax, P. & Whitehead, J. (editors) (1994) Proceedings of Accounting for Ourselves, World Congress 3: Action Learning, Action Research and Process Management, Bath: University of Bath, pp.230-233.






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