| Tag |
First Indicator |
Second Indicator |
Subfields |
| LEADER |
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220308s2022 enka fob 001 0 eng d |
| 005 |
20240923170202.8 |
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|a (OCoLC)on1303393451
|
| 040 |
|
|
|a SGPBL
|b eng
|e rda
|e pn
|c SGPBL
|d OCLCO
|d OCLCF
|d NUI
|
| 020 |
|
|
|a 9781529601596
|q (ebook)
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| 020 |
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|a 1529601592
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| 035 |
|
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|a (OCoLC)1303393451
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| 050 |
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|a LB1028
|b .R46 2022
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|a 370.72
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|a TXAM
|
| 100 |
1 |
|
|a Ren, Ke,
|d active 2022,
|e author.
|
| 245 |
1 |
0 |
|a Using theory of change as both theory and method in educational research /
|c Ke Ren, Conor McGuckin.
|
| 264 |
|
1 |
|a London :
|b SAGE Publications, Ltd.,
|c 2022.
|
| 300 |
|
|
|a 1 online resource :
|b illustrations.
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
|
|a SAGE research methods cases
|
| 504 |
|
|
|a Includes bibliographical references and index.
|
| 520 |
8 |
|
|a Before creating and implementing a new program of research, it is necessary to consider a theoretical or conceptual framework to guide this planning process. Considering there are many models and frameworks available in terms of directing the development of research programs (e.g., the program development model, the logic model), researchers want their research to make a difference and to do so, it should be planned and conceptualized from the beginning to have a direct influence on policy and practice at both national and international levels. We borrowed an approach that is used by many colleagues who are involved in social enterprises and civil society organizations--that is, the use of Theory of Change (ToC). Such an approach helps to demonstrate how a realizable plan works and moves from an aspiration level to be operationalized through implementation and measurement toward attainable goals and outcomes. In this case example, we highlight the methodological use of ToC in educational research planning and development by firstly exploring its usefulness in previous educational research. We then demonstrate its practical application in overall research planning and design with step-by-step guidance and visual illustrations so as to provide readers with the tools and knowledge to implement ToC in their own research planning. The key stages involved in the research planning process using the ToC are discussed with particular reference to our project that explored father/dad involvement with early intervention services for families of children with special educational needs and/or disabilities.
|
| 588 |
|
|
|a Description based on XML content.
|
| 505 |
0 |
|
|a Learning Outcomes -- Project Overview and Context -- Research Design -- Research Practicalities -- Method in Action: Key Stages in Developing a ToC -- Practical Lessons Learned -- Conclusion -- Classroom Discussion Questions -- Multiple Choice Quiz Questions -- Further Reading -- Web Resources -- References.
|
| 650 |
|
0 |
|a Education
|x Research.
|
| 650 |
|
7 |
|a Education
|x Research.
|2 fast
|0 (OCoLC)fst00902743
|
| 700 |
1 |
|
|a McGuckin, Conor,
|e author.
|
| 830 |
|
0 |
|a SAGE research methods cases.
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| 856 |
4 |
0 |
|u http://proxy.library.tamu.edu/login?url=https://methods.sagepub.com/case/using-theory-change-both-theory-method-educational-research
|z Connect to the full text of this electronic book
|t 0
|
| 955 |
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|
|a SAGE eBooks
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| 955 |
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|a SAGE Research Methods Cases 1
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|
| 952 |
f |
f |
|a Texas A&M University
|b College Station
|c Electronic Resources
|d Available Online
|t 0
|e LB1028 .R46 2022
|h Library of Congress classification
|
| 998 |
f |
f |
|a LB1028 .R46 2022
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|l Available Online
|