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DTSTART:20260519T100000Z
DTEND:20260519T120000Z
DTSTAMP:20260519T000000Z
SUMMARY:Theory and Methodology in Social and Educational Research (face-to-face)
DESCRIPTION:Prof Paul Dowling | Five two-hour sessions | Summer: 11:00 AM - 
 1:00 PM (UK time) Tuesday 19\, 26 May   2\, 9 June (Room A5.04 in the IOE)  
  Monday 15 June (537 in the IOE)\n\nNB: This course accrues 3 training 
 points.\n\nTheory concerns the general\, theories as such\, but also 
 concepts that may or may not be articulated as theories. Theory stands in 
 contrast with the empirical\, which comprises local instances\, contexts\, 
 settings. In QUANTITATIVE research—which commonly describes experimental 
 and most survey research—at least some theoretical work generally 
 precedes the research design\, data colletion and analysis and sampling is 
 generally designed to enable generalisation from a sample to a population. 
 This course\, however\, is primarily concerned with QUALITATIVE social and 
 educational research. In this mode\, the aim is usually to generate 
 theoretical categories—codes or themes—in transaction with the data\, 
 to 'let the data speak'. Starting out with theory already in place\, 
 forcing it on the data\, will tend to silence it. A second important 
 difference between qualitative and quantitative research is that the latter 
 does not generally allow for generalisation from a sample to a population. 
 Rather\, qualitative research generalises either by the generation of 
 theory or by the accumulation of cases.\n\nMethodology might be described 
 as the work that enables an argument ot be made. The content of the 
 previous paragraph is essentially methodological. The observation relating 
 theory to qualitative research might be taken to entail that one can or 
 should avoid reading theoretical work in advance of one's study\, but this 
 would not be correct. Reading theoretical work and\, indeed\, research 
 generally contributes to what Barney Glaser (1978) refers to as one's 
 'theoretical sensitivity' and is indispensible for the researcher: one 
 would hardly be surprised to find that a sociologist\, a psychologist and a 
 historian would approach their research activities\, including the 
 generation of theoretical categories from data (or sources for the 
 historian) with different sensitivities to what that data or those sources 
 might tell them.\n\nFor more information\, see the course description page.
ORGANIZER;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
CATEGORIES:
CONTACT;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
STATUS:CONFIRMED
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DTSTART:20260526T100000Z
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DTSTAMP:20260526T000000Z
SUMMARY:Theory and Methodology in Social and Educational Research (face-to-face)
DESCRIPTION:Prof Paul Dowling | Five two-hour sessions | Summer: 11:00 AM - 
 1:00 PM (UK time) Tuesday 19\, 26 May   2\, 9 June (Room A5.04 in the IOE)  
  Monday 15 June (537 in the IOE)\n\nNB: This course accrues 3 training 
 points.\n\nTheory concerns the general\, theories as such\, but also 
 concepts that may or may not be articulated as theories. Theory stands in 
 contrast with the empirical\, which comprises local instances\, contexts\, 
 settings. In QUANTITATIVE research—which commonly describes experimental 
 and most survey research—at least some theoretical work generally 
 precedes the research design\, data colletion and analysis and sampling is 
 generally designed to enable generalisation from a sample to a population. 
 This course\, however\, is primarily concerned with QUALITATIVE social and 
 educational research. In this mode\, the aim is usually to generate 
 theoretical categories—codes or themes—in transaction with the data\, 
 to 'let the data speak'. Starting out with theory already in place\, 
 forcing it on the data\, will tend to silence it. A second important 
 difference between qualitative and quantitative research is that the latter 
 does not generally allow for generalisation from a sample to a population. 
 Rather\, qualitative research generalises either by the generation of 
 theory or by the accumulation of cases.\n\nMethodology might be described 
 as the work that enables an argument ot be made. The content of the 
 previous paragraph is essentially methodological. The observation relating 
 theory to qualitative research might be taken to entail that one can or 
 should avoid reading theoretical work in advance of one's study\, but this 
 would not be correct. Reading theoretical work and\, indeed\, research 
 generally contributes to what Barney Glaser (1978) refers to as one's 
 'theoretical sensitivity' and is indispensible for the researcher: one 
 would hardly be surprised to find that a sociologist\, a psychologist and a 
 historian would approach their research activities\, including the 
 generation of theoretical categories from data (or sources for the 
 historian) with different sensitivities to what that data or those sources 
 might tell them.\n\nFor more information\, see the course description page.
ORGANIZER;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
CATEGORIES:
CONTACT;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
STATUS:CONFIRMED
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DTSTART:20260602T100000Z
DTEND:20260602T120000Z
DTSTAMP:20260602T000000Z
SUMMARY:Theory and Methodology in Social and Educational Research (face-to-face)
DESCRIPTION:Prof Paul Dowling | Five two-hour sessions | Summer: 11:00 AM - 
 1:00 PM (UK time) Tuesday 19\, 26 May   2\, 9 June (Room A5.04 in the IOE)  
  Monday 15 June (537 in the IOE)\n\nNB: This course accrues 3 training 
 points.\n\nTheory concerns the general\, theories as such\, but also 
 concepts that may or may not be articulated as theories. Theory stands in 
 contrast with the empirical\, which comprises local instances\, contexts\, 
 settings. In QUANTITATIVE research—which commonly describes experimental 
 and most survey research—at least some theoretical work generally 
 precedes the research design\, data colletion and analysis and sampling is 
 generally designed to enable generalisation from a sample to a population. 
 This course\, however\, is primarily concerned with QUALITATIVE social and 
 educational research. In this mode\, the aim is usually to generate 
 theoretical categories—codes or themes—in transaction with the data\, 
 to 'let the data speak'. Starting out with theory already in place\, 
 forcing it on the data\, will tend to silence it. A second important 
 difference between qualitative and quantitative research is that the latter 
 does not generally allow for generalisation from a sample to a population. 
 Rather\, qualitative research generalises either by the generation of 
 theory or by the accumulation of cases.\n\nMethodology might be described 
 as the work that enables an argument ot be made. The content of the 
 previous paragraph is essentially methodological. The observation relating 
 theory to qualitative research might be taken to entail that one can or 
 should avoid reading theoretical work in advance of one's study\, but this 
 would not be correct. Reading theoretical work and\, indeed\, research 
 generally contributes to what Barney Glaser (1978) refers to as one's 
 'theoretical sensitivity' and is indispensible for the researcher: one 
 would hardly be surprised to find that a sociologist\, a psychologist and a 
 historian would approach their research activities\, including the 
 generation of theoretical categories from data (or sources for the 
 historian) with different sensitivities to what that data or those sources 
 might tell them.\n\nFor more information\, see the course description page.
ORGANIZER;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
CATEGORIES:
CONTACT;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
STATUS:CONFIRMED
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SUMMARY:Theory and Methodology in Social and Educational Research (face-to-face)
DESCRIPTION:Prof Paul Dowling | Five two-hour sessions | Summer: 11:00 AM - 
 1:00 PM (UK time) Tuesday 19\, 26 May   2\, 9 June (Room A5.04 in the IOE)  
  Monday 15 June (537 in the IOE)\n\nNB: This course accrues 3 training 
 points.\n\nTheory concerns the general\, theories as such\, but also 
 concepts that may or may not be articulated as theories. Theory stands in 
 contrast with the empirical\, which comprises local instances\, contexts\, 
 settings. In QUANTITATIVE research—which commonly describes experimental 
 and most survey research—at least some theoretical work generally 
 precedes the research design\, data colletion and analysis and sampling is 
 generally designed to enable generalisation from a sample to a population. 
 This course\, however\, is primarily concerned with QUALITATIVE social and 
 educational research. In this mode\, the aim is usually to generate 
 theoretical categories—codes or themes—in transaction with the data\, 
 to 'let the data speak'. Starting out with theory already in place\, 
 forcing it on the data\, will tend to silence it. A second important 
 difference between qualitative and quantitative research is that the latter 
 does not generally allow for generalisation from a sample to a population. 
 Rather\, qualitative research generalises either by the generation of 
 theory or by the accumulation of cases.\n\nMethodology might be described 
 as the work that enables an argument ot be made. The content of the 
 previous paragraph is essentially methodological. The observation relating 
 theory to qualitative research might be taken to entail that one can or 
 should avoid reading theoretical work in advance of one's study\, but this 
 would not be correct. Reading theoretical work and\, indeed\, research 
 generally contributes to what Barney Glaser (1978) refers to as one's 
 'theoretical sensitivity' and is indispensible for the researcher: one 
 would hardly be surprised to find that a sociologist\, a psychologist and a 
 historian would approach their research activities\, including the 
 generation of theoretical categories from data (or sources for the 
 historian) with different sensitivities to what that data or those sources 
 might tell them.\n\nFor more information\, see the course description page.
ORGANIZER;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
CATEGORIES:
CONTACT;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
STATUS:CONFIRMED
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BEGIN:VEVENT
DTSTART:20260615T100000Z
DTEND:20260615T120000Z
DTSTAMP:20260615T000000Z
SUMMARY:Theory and Methodology in Social and Educational Research (face-to-face)
DESCRIPTION:Prof Paul Dowling | Five two-hour sessions | Summer: 11:00 AM - 
 1:00 PM (UK time) Tuesday 19\, 26 May   2\, 9 June (Room A5.04 in the IOE)  
  Monday 15 June (537 in the IOE)\n\nNB: This course accrues 3 training 
 points.\n\nTheory concerns the general\, theories as such\, but also 
 concepts that may or may not be articulated as theories. Theory stands in 
 contrast with the empirical\, which comprises local instances\, contexts\, 
 settings. In QUANTITATIVE research—which commonly describes experimental 
 and most survey research—at least some theoretical work generally 
 precedes the research design\, data colletion and analysis and sampling is 
 generally designed to enable generalisation from a sample to a population. 
 This course\, however\, is primarily concerned with QUALITATIVE social and 
 educational research. In this mode\, the aim is usually to generate 
 theoretical categories—codes or themes—in transaction with the data\, 
 to 'let the data speak'. Starting out with theory already in place\, 
 forcing it on the data\, will tend to silence it. A second important 
 difference between qualitative and quantitative research is that the latter 
 does not generally allow for generalisation from a sample to a population. 
 Rather\, qualitative research generalises either by the generation of 
 theory or by the accumulation of cases.\n\nMethodology might be described 
 as the work that enables an argument ot be made. The content of the 
 previous paragraph is essentially methodological. The observation relating 
 theory to qualitative research might be taken to entail that one can or 
 should avoid reading theoretical work in advance of one's study\, but this 
 would not be correct. Reading theoretical work and\, indeed\, research 
 generally contributes to what Barney Glaser (1978) refers to as one's 
 'theoretical sensitivity' and is indispensible for the researcher: one 
 would hardly be surprised to find that a sociologist\, a psychologist and a 
 historian would approach their research activities\, including the 
 generation of theoretical categories from data (or sources for the 
 historian) with different sensitivities to what that data or those sources 
 might tell them.\n\nFor more information\, see the course description page.
ORGANIZER;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
CATEGORIES:
CONTACT;CN="Bob Grist":MAILTO:qtnvris@ucl.ac.uk
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