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GO-GN Conceptual Fr...
GO-GN Conceptual Frameworks Guide
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Farrow, R. (author)
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Iniesto, F. (author)
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Weller, M. (author)
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show more...
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Pitt, R. (author)
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- Algers, Anne, 1961 (author)
- Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning
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Baas, M. (author)
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Bozkurt, A. (author)
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Cox, G. (author)
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Czerwonogora, A. (author)
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Elias, T. (author)
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Essmiller, K. (author)
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Funk, J. (author)
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Lambert, S. (author)
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Mittelmeier, J. (author)
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Nagashima, T. (author)
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Rabin, E. (author)
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Rets, I. (author)
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Spica, E. (author)
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Vladimirschi, V. (author)
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Witthaus, G. (author)
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(creator_code:org_t)
- The Open University, UK : Open Education Research Hub, 2021
- English.
- Related links:
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https://gup.ub.gu.se... (primary) (free)
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Abstract
Subject headings
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- If you’re a doctoral researcher (in any discipline) or someone who produces research in a professional capacity you’ve perhaps encountered the phrase “conceptual framework”. Sometimes a whole chapter of a Ph.D or Ed.D might be given over to investigating the relevance of different frameworks for an area of inquiry, or to synthesizing several frameworks together to ground the approach taken to answering a specific research question. Alternatively, you might not have heard much mention of conceptual frameworks or how they relate to what you are trying to achieve with your research. A conceptual framework brings together a set of ideas and articulates the different concepts that will be used in a study or research project. Because this is highly contextual - and often specific to a particular research question or approach - there aren’t really any general rules that cover how to do this. In addition, there is a lot of ambiguity and impreciseness in the language used to describe this stuff. Sometimes people talk about theoretical frameworks, or models, or a ‘theory of action’ that guides their research project. But do these mean different things? And are there differences between disciplines? In an empirical project the conceptual framework might be used to determine the kinds of questions to ask in a survey, or which data points to collect and focus on. A conceptual framework might be used to generate a hypothesis that is to be tested, or to facilitate the interpretation of results. On the qualitative side a conceptual framework might be used to provide the right kinds of descriptions at different stages of the research process; to identify or explore categories of analysis; or to guide and refine the conclusions drawn by a study. All of these things can happen in a single project! Given the importance and centrality of these frameworks, it might be surprising to learn that relatively little has been written about using them in research. There’s certainly a lot less published about this than research methods or methodology, for instance. (Though different methods often come with specific conceptual frameworks built in or with a more obvious alignment). So, to start making sense of all this we begin by looking at some of the papers that offer systematic guidance or understanding of the role of conceptual frameworks in research. As this guide progresses we’ll bring in perspectives from GO-GN members on their experiences with developing and using conceptual frameworks.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Keyword
- Research Theory Doctoral student
Publication and Content Type
- vet (subject category)
- bok (subject category)
Find in a library
To the university's database
- By the author/editor
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Farrow, R.
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Iniesto, F.
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Weller, M.
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Pitt, R.
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Algers, Anne, 19 ...
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Baas, M.
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show more...
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Bozkurt, A.
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Cox, G.
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Czerwonogora, A.
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Elias, T.
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Essmiller, K.
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Funk, J.
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Lambert, S.
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Mittelmeier, J.
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Nagashima, T.
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Rabin, E.
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Rets, I.
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Spica, E.
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Vladimirschi, V.
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Witthaus, G.
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show less...
- About the subject
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- SOCIAL SCIENCES
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SOCIAL SCIENCES
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and Educational Scie ...
- By the university
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University of Gothenburg