EBOOK: RESEARCHING CHILDREN'S PERSPECTIVES
McGraw-Hill Education (UK), 1999 M12 16 - 239 páginas
"This is a book which I will return to over time. It carries a powerful, and empowering, message about the task of researching children's views...(It) deserves to find an automatic place in staffroom libraries. I happily recommed it." - Support for Learning"
The 1990s have been marked by a growing emphasis, in various professional contexts, on obtaining the views of clients, including children. This position is an international one, shared across the developed world, and encapsulated in the UN Convention on the rights of the child. This book addresses the issues and practicalities surrounding the obtaining of children's views, particularly in the research context. The book takes a deliberately and explicitly pluralist stance. Its distinctiveness rests on the scrutiny of methodological issues pertaining to the collection of children's views and practical applications. The book is structured around two main sections. Section 1 examines five aspects of theoretical and conceptual issues (ethical issues and codes of conduct, children's rights, the legal perspective, developmental dimensions and sociological issues). Section 2 illustrates these aspects by focusing on methods and applications in obtaining children's views in specific projects.
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In all these areas there are no easy answers but these chapters have the potential to point us towards strategies that can be used in the field when conducting research with children . The methods of research that are used with children ...
The chapters also have the potential to influence other researchers and students interested in working with children to re - evaluate the ways in which studies can be designed , conducted , analysed , disseminated and published .
The position adopted in this chapter is derived from an interactionist perspective . Impact , for example , must be considered with respect to the participant in a context . In its simple form , the three components for consideration ...
The focus of this chapter is research , but I shall return to the implications for ' practice as the distinction between these two processes may not be clear . Research and ethical codes Conducting research is subject to guidance and ...
What meaning has anonymity if a teacher marks test results in the example above , or wanders into the room during a research interview or discussion group as described by France , Bendelow and Williams in Chapter 12 ?
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Part 2 Practical applications
Part 3 Overview