National Centre for Research Methods
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Dr Olga Maslovskaya: Data Quality: Total Survey Error (TSE)
No full textThe second video "Data Quality: Total Survey Error (TSE)" introduces a very important component of survey data quality - Total Survey Error (TSE) and its components.
This video is part of Online Learning Resource produced by NCRM. This is video 2 of 2. https://www.ncrm.ac.uk/resources/online/data_quality_and_survey_error
The micro-dynamics of power in focus group discussions with the South Sudanese diaspora in the UK
No full textPresentation from the NCRM Summer School 2019.
Building quality in inclusive, particpatory and emancipatory research, NCRM Summer School: 3-5 July 201
Student perspectives on learning research methods in the social sciences
Get PDFThis paper addresses the perspectives of students of social science research methods from a UK study of their holistic experience of learning during two years of postgraduate research training/ early careers as researchers. Unusually the ten participants span diverse institutions and disciplines and three became co-authors. The study used a diary circle combining online diary method with face-to-face focus groups to generate dialogue. Data were analysed narratively and thematically: two individual learning journeys are presented followed by common experiences. The active, experiential learning of the participants is shown and the salient themes of difficulty and struggle lead to discussion of the emotional dimensions of methods learning. The role played by the diary circle in the learning journey is also examined. Based on the findings, it is argued that methods teachers and supervisors would do well to attend more carefully to the social, emotional, active and reflective nature of methods learning
How to use biological data in social science research?
No full textIn this video I look into how we might combine biological and social data in order to understand people's health and society better. In this part of the video we're going to look at what biological data look like, and some of the things that we need to take into account when we are analyzing them. And I'm going to give you some information about the kinds of studies that include these data and where you might go to for further advice.
This video is part of an Online Resource created by NCRM. This is video 2 of 2.
https://www.ncrm.ac.uk/resources/online/biosocial_research_in_social_surveys
Integrating biological and social data for (biosocial) research
No full textIn this video, I am talking about: what kinds of biological data we might have in social surveys that enables us to do this kind of research; and then give examples of research questions that we could answer with these data and; show how they might contribute to understanding of health and to policy.
This video is part of an Online Learning Resource created by NCRM. This is video 1 of 2.
https://www.ncrm.ac.uk/resources/online/biosocial_research_in_social_surveys
Multiple Regression in SPSS worksheet (Quiz and Practical)
Get PDFIn this e-book we will look at regressing two different predictor variables individually on a response, followed by a modle containing both of them
Questionable research practices, perceptions and prevalence
No full textProfessor Jesper Schneider from the Aarhus University delivered the 2019 NCRM Annual Lecture at the Chancellors Hotel in Manchester
A conceptual-empirical typology of social science research methods pedagogy
Get PDFThe challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of approach, strategy, tactics and tasks. In-depth case studies helped to gain nuance and test the emergent typology in situ. The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection
Examining Continuous Variables in SPSS (Quiz and Practical)
Get PDFIn this descriptive statistics e-book we will use straightforward techniques to describe the features continuous variables
Building quality in inclusive, participatory and emancipatory research�Some cautionary tales
No full textPresentation from the NCRM Summer School 2019.
Building quality in inclusive, particpatory and emancipatory research, NCRM Summer School: 3-5 July 201