By Patrick Carmichael
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Extra info for Networking Research: New Directions in Educational Enquiry
2007, pp. 770–1) From 2005, a second phase of capacity building activities began, drawing in part on the experiences of the TLRP programme and its projects itself, which were emerging as a major source of examples, resources and peer support across the programme. Pollard writes: From 2005, an explicit attempt began to be made to embed processes for the development of research expertise within the social practices of educational researchers. In other words, learning would take place on the job through engaging in the research process.
27–32) describes, the earliest attempts to use versions of social network analysis were associated with understanding the common structural forms of diverse societies, and the work of RadcliffeBrown, Nadel and others during the middle part of the twentieth century were explicitly couched in scientific terms. Mathematical graph theory provided the basis for analysis and quantification, leaving the key question for social scientists being the identification of the appropriate unit of analysis: often, but not always, the individual person, whose links to others could be used to define their ‘personal order’.
The NCRM website describes the Centre as: Part of ESRC’s strategy to improve the standards of research methods across the UK social science community [and aims to promote] a step change in the quality and range of methodological skills and techniques used by the UK social science community, and providing support for, and dissemination of, methodological innovation and excellence. (National Centre for Research Methods, undated) The NCRM organizes courses and other events, reviews and identifies research priorities, and provides funding for specific areas in order to meet these.
Networking Research: New Directions in Educational Enquiry by Patrick Carmichael