Research design in urban planning : a student's guide. / Stuart Farthing txt
Los Angeles, CA : SAGE Publications , 2016Descripción: xiv, 221 p. ill. (some col) ; 24cmTipo de contenido:- text
- unmediaded
- volume
- 9781446294451
- HT165.5 F37 2016
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro Referencia CARIBET | CARIBET Biblioteca Arquitectura Colección de Referencia CARIBET | Referencia HT165.5 F37 2016 (Navegar estantería(Abre debajo)) | 1 | Disponible | 91000000048322 |
Descripciones mejoradas de Syndetics:
"This excellent book fills a significant gap in the literature supporting planning education by providing clear, succinct advice on the design and implementation of small-scale student research projects." - Chris Couch, Professor of Geography and Planning, University of Liverpool "A perfect text for supervisors to give students so that they plan their research projects carefully rather than leap headlong into data collection." - Jean Hillier, Emeritus Professor of Sustainability and Urban Planning, RMIT University, Melbourne "Highly recommended... Ranging across topics such as planning a research programme and data management and the handling of ethical issues, the book will be very helpful to those embarking on a thesis or dissertation in the field." - Peter Fidler, President of the University of Sunderland
Research Design in Urban Planning: A Student's Guide is a brilliantly accessible guide to designing research for that all-important dissertation. Aimed at both undergraduate and postgraduate levels, this text will:
· discuss research design, outlining the stages of the research process in clear detail and the key decisions which need to be taken at each stage
· explain to students how to re-interpret policy issues as researchable questions, appropriate for investigation
· look in detail at how researchers make their choice of methods, helping students to justify their own decisions
· reveal the ethical dimension to such decisions in the context of a growing requirement for the ethical approval of student projects
· review the issues for comparative studies - important not least because of student involvement in Erasmus programs and AESOP workshops
Packed with case studies, exercises, illustrations and summaries, Research Design in Urban Planning is an invaluable resource for students undertaking their first substantial, individual investigations.
Include index
Includes bibliographical references
List of figures and tables x --
About the author xii --
Preface xiii --
Acknowledgements xv --
1 The Design of Planning Research 1 --
Key Questions 1 --
Key Concepts 1 --
Overview 1 --
Research design 2 --
Types of research design 3 --
Structures of the book 5 --
Summary/key lessons 9 --
Exercise 10 --
Further reading 11 --
References 11 --
2 Post-Positivism and Planning Research 13 --
Key Questions 13 --
Key Concepts 13 --
Overview 13 --
A popular conception of science 15 --
Post-positivism 16 --
Box 2.1 Values and the research process 16 --
Hidden assumptions in research: The iceberg model 23 --
Conclusions 32 --
Summary/key lessons 33 --
Exercise 34 --
Further reading 34 --
References 34 --
3 Policy Issues and Research Questions 37 --
Key Questions 37 --
Key Concepts 37 --
Overview 37 --
What sort of discipline is planning? 38 --
What arguments are used in planning policy debates? 39 --
Box 3.1 Types of research question 43 --
Research Questions 43 --
Generating research questions: reviewing the literature 46 --
How to recognize research questions in published research 47 --
Research questions, hypotheses and theories 50 --
Creating helpful research questions from initial ideas 51 --
Conclusion 56 --
Summary/key lessons 57 --
Exercise 58 --
Further reading 58 --
References 59 --
4 A Justification for your research Question 61 --
Key Questions 61 --
Key Concepts 61 --
Overview 61 --
Practical justifications for further research: Two examples 62 --
Reviews of literature: Justifying research in academic terms 64 --
Box 4.1 Arguments typically developed by researchers to justify further research 66 --
The structure of a literature review 68 --
Box 4.2 Example of a short literature review 69 --
Summary/key lessons 71 --
Exercise 71--
Further reading 73 --
References 73 --
5 Descriptive Questions: Scope, Claims and Sampling 75 --
Key Questions 75 --
Key Concepts 75 --
Overview 75 --
Scoping research questions 76 --
Box 5.1 Scoping your research questions 77 –
Sampling: data resources and methods 79 --
Sampling and the selection of cases to study 80 --
Sampling methods 84 --
Box 5.2 Example – Quota sampling as used by Burgess et al. (1988) 89 --
Summary/key lessons 92 --
Exercise 92--
Further reading 93 --
References 93 --
6 Explanatory Questions: Starting Points, Claims and Sampling 95 --
Key Questions 95 --
Key Concepts 95 --
Overview 95 --
Starting Points 96 --
Causal explanation or understanding? 98 --
Box 6.1 Criteria for assessing the existence of a causal relationship 101 --
Sampling and the selection of cases to study 107 --
Box 6.2 Example – Theoretical sampling in a study 113 --
Case Studies 116 --
Summary/key lessons 116 --
Exercise 118 --
Further reading 119 --
References 120 --
7 Methods of Data Generation in research 123 --
Key Questions 123 --
Key Concepts 123 --
Overview 123 --
Key issues in the choice of methods 124 --
Interviews and questionnaires 127 --
Ethnography and observation 131 --
Documents 136 --
Official Statistics 140 --
Summary/key lessons 144 --
Exercise 144 --
Further reading 145 --
References 146 --
8 Data Analysis 149 --
Key questions 149 --
Key Concepts 149 --
Overview 149 --
Qualitative and quantitative data 151 --
Box 8.1 Statistical significance of Table 8.3 from Atkinson and Kintrea (2001) 160 --
Qualitative analysis 163 --
Box 8.2 Example of discourse analysis 171 --
Summary/key lessons 174 --
Exercise 174 --
Further reading 175 --
References 176 --
9 Ethics of Research 178 --
Key questions 178 --
Key Concepts 178 --
Overview 178 --
The framing of research 179 --
How close should the relationship between academic researchers and practice be? 180 --
The generation and analysis of data 187 --
Summary/key lessons 188 --
Exercise 189 --
Further reading 190 --
References 190 --
10 Cross-National Comparative Research in Urban Planning 192 --
Key questions 192 --
Key Concepts 192 --
Overview 192 --
What is cross-national comparative research in planning? 193 --
Research purposes and research questions 195 --
A justification of the question 198 --
An appropriate logic for answering the question 198 --
Methods of data generation 201 --
Analysis 204 --
Ethics 206 --
Summary/key lessons 206 --
Further reading 207 --
References 208 --
11 Conclusion 211 --
Index 215 --
Figures :
1.1 The cycle of research design 5 --
1.2 Hidden assumptions in research: the iceberg model 24 --
2.2 A simplified diagram of possible casual influences on the life chances and opportunities of residents of a neighborhood in a city 27 --
3.1 Knowledge claims in planning debates 40 --
4.1 Classifying the documents from a literature search 65 --
5.1 Types of probabilistic sampling 85 --
5.2 Types of non-probabilistic sampling 87 --
6.1 Inductive approach to explanation and the development of theory 97 --
6.2 Deductive approach to explanation and the development of theory 97 --
6.3 The importance of time order in casual analysis: alternative explanations for an association between the type of people living in an area and an area’s reputation 103 --
6.4 Development application approval rate vs. appeal rate 111 --
7.1 Influences on the choice of methods of data generation 125 --
8.1 Relationship between the population, the sample frame, the random sample and the achieved sample used for analysis 153 --
8.2 Some possible reason for finding an association in a study 162 --
Tables :
3.1 Knowledge claims in urban planning 41 --
5.1 Framework for quota sampling in Greenwich neighborhoods 90 --
5.2 Framework for purposive case selection: Styles of planning in Great Britain 91 --
8.1 Types of conflict experienced 154 --
8.2 Efforts to prevent political conflict by successful avoidance 155 --
8.3 Cross-tabulation of employment by tenure 157 --
8.4 A typology of neighborhood communities 169 --
Tabla de contenidos provista por Syndetics
- List of figures and tables(p. x)
- About the author(p. xii)
- Preface(p. xiii)
- Acknowledgements(p. xv)
- 1 The Design of Planning Research(p. 1)
- Key questions(p. 1)
- Key concepts(p. 1)
- Overview(p. 1)
- Research design(p. 2)
- Types of research design(p. 3)
- Structure of the book(p. 5)
- Summary/key lessons(p. 9)
- Exercise(p. 10)
- Further reading(p. 11)
- References(p. 11)
- 2 Post-Positivism and Planning Research(p. 13)
- Key questions(p. 13)
- Key concepts(p. 13)
- Overview(p. 13)
- A popular conception of science(p. 15)
- Post-positivism(p. 16)
- Box 2.1 Values and the research process(p. 16)
- Hidden assumptions in research: The iceberg model(p. 23)
- Conclusions(p. 32)
- Summary/key lessons(p. 33)
- Exercise(p. 34)
- Further reading(p. 34)
- References(p. 34)
- 3 Policy Issues and Research Questions(p. 37)
- Key questions(p. 37)
- Key concepts(p. 37)
- Overview(p. 37)
- What sort of discipline is planning?(p. 38)
- What arguments are used in planning policy debates?(p. 39)
- Box 3.1 Types of research question(p. 43)
- Research questions(p. 43)
- Generating research questions: reviewing the literature(p. 46)
- How to recognise research questions in published research(p. 47)
- Research questions, hypotheses and theories(p. 50)
- Creating helpful research questions from initial ideas(p. 51)
- Conclusion(p. 56)
- Summary/key lessons(p. 57)
- Exercise(p. 58)
- Further reading(p. 58)
- References(p. 59)
- 4 A Justification for Your Research Question(p. 61)
- Key questions(p. 61)
- Key concepts(p. 61)
- Overview(p. 61)
- Practical justifications for further research: Two examples(p. 62)
- Reviews of literature: Justifying research in academic terms(p. 64)
- Box 4.1 Arguments typically developed by researchers to justify further research(p. 66)
- The structure of a literature review(p. 68)
- Box 4.2 Example of a short literature review(p. 69)
- Summary/key lessons(p. 71)
- Exercise(p. 71)
- Further reading(p. 73)
- References(p. 73)
- 5 Descriptive Questions: Scope Claims and Sampling(p. 75)
- Key questions(p. 75)
- Key concepts(p. 75)
- Overview(p. 75)
- Scoping research questions(p. 76)
- Box 5.1 Scoping your research questions(p. 77)
- Sampling: data sources and methods(p. 79)
- Sampling and the selection of cases to study(p. 80)
- Sampling methods(p. 84)
- Box 5.2 Example - Quota sampling as used by Burgess et al. (1988)(p. 89)
- Summary/key lessons(p. 92)
- Exercise(p. 92)
- Further reading(p. 93)
- References(p. 93)
- 6 Explanatory Questions: Starting Points, Claims and Sampling(p. 95)
- Key questions(p. 95)
- Key concepts(p. 95)
- Overview(p. 95)
- Starting points(p. 96)
- Causal explanation or understanding?(p. 98)
- Box 6.1 Criteria for assessing the existence of a causal relationship(p. 101)
- Sampling and the selection of cases to study(p. 107)
- Box 6.2 Example - Theoretical sampling in a study(p. 113)
- Case studies(p. 116)
- Summary/key lessons(p. 116)
- Exercise(p. 118)
- Further reading(p. 119)
- References(p. 120)
- 7 Methods of Data Generation in Research(p. 123)
- Key questions(p. 123)
- Key concepts(p. 123)
- Overview(p. 123)
- Key issues in the choice of methods(p. 124)
- Interviews and questionnaires(p. 127)
- Ethnography and observation(p. 131)
- Documents(p. 136)
- Official Statistics(p. 140)
- Summary/key lessons(p. 144)
- Exercise(p. 144)
- Further reading(p. 145)
- References(p. 146)
- 8 Data Analysis(p. 149)
- Key questions(p. 149)
- Key concepts(p. 149)
- Overview(p. 149)
- Qualitative and quantitative data(p. 151)
- Quantitative analysis of survey data(p. 152)
- Box 8.1 Statistical significance of Table 8.3 from Atkinson and Kintrea (2001)(p. 160)
- Qualitative analysis(p. 163)
- Box 8.2 Example of discourse analysis(p. 171)
- Summary/key lessons(p. 174)
- Exercise(p. 174)
- Further reading(p. 175)
- References(p. 176)
- 9 Ethics of Research(p. 178)
- Key questions(p. 178)
- Key concepts(p. 178)
- Overview(p. 178)
- The framing of research(p. 179)
- How close should the relationship between academic researchers and practice be?(p. 180)
- The generation and analysis of data(p. 187)
- Summary/key lessons(p. 188)
- Exercise(p. 189)
- Further reading(p. 190)
- References(p. 190)
- 10 Cross-National Comparative Research in Urban Planning(p. 192)
- Key questions(p. 192)
- Key concepts(p. 192)
- Overview(p. 193)
- What is cross-national comparative research in planning?(p. 193)
- Research purposes and research questions(p. 195)
- A justification of the question(p. 198)
- An appropriate logic for answering the question(p. 198)
- Methods of data generation(p. 201)
- Analysis(p. 204)
- Ethics(p. 206)
- Summary/key lessons(p. 206)
- Further reading(p. 207)
- References(p. 208)
- 11 Conclusion(p. 211)
- Index(p. 215)