Research in Education: Evidence Based Inquiry

By S. Schumacher, J. H. McMillan. 2005

3,990 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5d9971414d22e6280b6a820cd094e429aa65c31c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Sue Dockett
2. B. Perry
3. L. Rubenstein
4. M. Mitchell
5. M. Nel
6. Del Siegle
7. M. Grosser
8. O. Sogunro

Citations in the corpus

• Reliability and Validity of Qualitative and Operational Research Paradigm (2008, methodology): “The qualitative researchers use combination of strategies from the list of following ten recommended by (McMillan & Schumacher, 2006).”
• Motivating Factors for Adult Learners in Higher Education. (2014, methodology): “In an exploratory research design, qualitative data are collected before quantitative data (Creswell, 2012, 2014; McMillan & Schumacher, 2010).”
• The relationship between the critical thinking skills and the academic language proficiency of prospective teachers (2013, background): “In order to obtain an estimate of the proportion of the variance that critical thinking and academic language proficiency share, we acknowledge that the coefficient must be squared (McMillan & Schumacher, 2006).”
• trusting children's accounts in research (2007, methodology): “These include: the use of prolonged and persistent fi eld work, multi-method strategies, involving multiple researchers, member checking and approaches to recording data so that it can be analysed in multiple ways (McMillan and Schumacher, 2006).”
• ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people (2018, methodology): “One proposed by McMillan and Schumacher (2006) was used within this study: the use of multi-method strategies to allow for data triangulation in collection and analysis; verbatim accounts of experiences given by participants; precise detailed descriptions recorded; and, informal accuracy checks…”
• Honors Students’ Perceptions of Their High School Experiences (2014, methodology): “…method he or she was most comfortable with (i.e., a coding notebook, strips of paper and envelopes, Post-It notes), each of us inductively analyzed (McMillan & Schumacher, 2010; Merriam, 2009) the four transcripts, independently developed a list of codes, and collapsed these into categories…”