德克萨斯代写Essay:事实的框架

2017-05-12 00:59

我的研究探讨一个事实的框架内体现在塞浦路斯教育系统的学校。因此，它的特点完全符合案例研究方法的特点。案例研究方法确实有一些弱点，但是，研究人员应该知道。因为我的调查大多是在进行实时有没有接触样品再次交叉检查/验证？结果.因此，研究的结果可以被看作是“主观和偏见”，鉴于研究是定性的（贝尔2005：11；科恩等。2001：184）。另外，研究者也会受到自己的信念和偏见的影响，从而受到主观因素的影响。虽然没有什么可以做，使交叉检查，研究人员可以尽量避免失真的结果。研究者应尽量不被自己的感知所影响，也不要透露自己的观点和想法，以免影响样本中的人，并鼓励他们说出自己的真实想法。虽然案例研究方法允许这一点，它可能是不可能的，因为大多数情况下，被调查的事件是独特的，从生命本身（贝尔2005：1；科恩等。2001：184；巴赛1999）。descombe（1998：36-7）认为：“在何种程度上从案例研究的结果可以推广到其他的例子在类取决于案例研究的例子相似类型其他的有多远，但是，我研究这个现象，普遍存在于文学和学术研究人员。在同一所学校或不同的学校环境中重复这种调查是可能的。这不应该是一个问题，因为希腊塞浦路斯学校在一些因素的一致性：学生的起源和人员流失和员工教育。这个主题也很典型，在现实中，并不是那么独特。概括，在这种情况下，是可行的，而本研究的结果可以作为一个试点，如果另一个研究人员希望进行另一项类似的研究。
德克萨斯代写Essay:事实的框架
My study examines a fact within the framework of a school embodied in the Cypriot educational system. Thus, its characteristics fully accord with the characteristics of case study methodology. The case study methodology does have some weaknesses, however, that the researcher should be aware of. Because my investigation is mostly being conducted in real time there is not the option of contacting the sample again to cross-check/verify? results. Thus, the results of the research could be seen as 'subjective and biased', given that the study is qualitative (Bell 2005: 11; Cohen et al. 2001: 184). In addition, the researcher can be influenced by his own beliefs and bias, so the results are influenced by subjectivity. Although not much can be done to enable cross-checking, the researcher can try to avoid distortion in the results. The researcher should try not to be influenced by his own perceptions and also not reveal his own opinion and ideas to avoid influencing those in the sample and to encourage them to say what they actually think.Another limitation that the researcher should consider concerns generalization. Whilst the case study method permits this, it may not be possible as most of the time the incident under investigation is unique and drawn from the life itself (Bell 2005: 1; Cohen et al. 2001: 184; Bassey 1999). Descombe (1998: 36-7) argues that 'the extent to which findings from the case study can be generalized to other examples on the class depends on how far the case study example is similar to others of its type.' However, the phenomenon I am investigating is commonly found in the literature and amongst academic researchers. It would be possible to repeat an investigation of this sort in the same school or in a different school environment. This should not be a problem as Greek-Cypriot schools present uniformity in a number of factors: student origin and staff turnover and staff education. The subject is also quite typical and, in reality, not so unique. Generalization, in this case, is feasible, whilst the results of this research can act as a pilot if another researcher wishes to conduct another similar study.