# data[].attributes.body
Firat, M. (2016). Measuring the e-Learning Autonomy of Distance Education Students. Open Praxis, 8(3), pp.191-201. DOI: 10.5944/openpraxis.8.3.310

'explore'

# data[].attributes.body
Tarling, R., 2009. Statistical modelling: An overview. In Statistical Modelling for Social Researchers. Routledge, pp. 1–10.

the aim of the research reported as to ‘explain’

# data[].attributes.body
Farrell, T.S.C., and Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research. 19(5), 594–610. DOI: 10.1177/1362168814541722
case study

# data[].attributes.body
Consuegra, E. and Engles, N. (2016). Effects of professional development on teachers’ gendered feedback patterns, students’ misbehaviour and students’ sense of equity: results from a one-year quasi-experimental study. British Educational Research Journal. 42(5): 802 – 825. DOI: 10.1002/berj.3238

quasi-experimental study

# data[].attributes.body
Higgins, P. and Wattchow, B. (2013) The water of life: creative non-fiction and lived experience on an interdisciplinary canoe journey on Scotland's River Spey, Journal of Adventure Education and Outdoor Learning. 13(1): 18-35. DOI: 10.1080/14729679.2012.702526
narrative research

# data[].attributes.body
Tarling, R., 2009. Research designs and data. In Statistical Modelling for Social Researchers. Routledge, pp. 11–20.

A systematic review

# data[].attributes.body
Zhu Y., Fung SL., Tse SK., Hsieh CY., 2017. Exploring the Relationship Between Raters’ Personality Traits and Rating Severity in Writing Assessment of Chinese as a Second Language: A Pilot Study. Chinese As a Second Language Assessment, Springer, pp.203-223.

a hypothesis

# data[].attributes.body
Goodyear, V.A., Armour, K.M. & Wood, H. (2018) Young people and their engagement with health- related social media: new perspectives, Available online at: Sport, Education and Society, https://doi.org/10.1080/13573322.2017.1423464

qualitative and quantitative data

# data[].attributes.body
Farrell, T.S.C., and Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research. 19(5), 594–610. DOI: 10.1177/1362168814541722
interviews

# data[].attributes.body
Zhu Y., Fung SL., Tse SK., Hsieh CY., 2017. Exploring the Relationship Between Raters’ Personality Traits and Rating Severity in Writing Assessment of Chinese as a Second Language: A Pilot Study. Chinese As a Second Language Assessment, Springer, pp.203-223.

a null hypothesis

# data[].attributes.body
Farrell, T.S.C., and Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research. 19(5), 594–610. DOI: 10.1177/1362168814541722
observations

# data[].attributes.body
Firat, M. (2016). Measuring the e-Learning Autonomy of Distance Education Students. Open Praxis, 8(3), pp.191-201. DOI: 10.5944/openpraxis.8.3.310

focus group

# data[].attributes.body
Biesta, G., 2008. Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational assessment, evaluation and accountability, 21(1), pp.33–46.

the position of the researcher

# data[].attributes.body
Firat, M. (2016). Measuring the e-Learning Autonomy of Distance Education Students. Open Praxis, 8(3), pp.191-201. DOI: 10.5944/openpraxis.8.3.310

thematic analysis

# data[].attributes.body
Rowe, M. L. (2012) A Longitudinal Investigation of the Role of Quantity and Quality of Child- Directed Speech in Vocabulary Development, Child Development, 83 (5) 1762-1774.

descriptive statistics

# data[].attributes.body
Firat, M. (2016). Measuring the e-Learning Autonomy of Distance Education Students. Open Praxis, 8(3), pp.191-201. DOI: 10.5944/openpraxis.8.3.310

generalisability of the findings

# data[].attributes.body
Mannay, D., Evans, R., Staples, E., Hallet, S., Roberts, L., Rees, A. and Andrews, D. (2017). The consequences of being labelled ‘looked-after’: Exploring the educational experiences of looked-after children and young people in Wales. British Educational Research Journal. 43(4): 683–699. DOI: 10.1002/berj.3283

the limitations of a small scale study

# data[].attributes.body
Mannay, D., Evans, R., Staples, E., Hallet, S., Roberts, L., Rees, A. and Andrews, D. (2017). The consequences of being labelled ‘looked-after’: Exploring the educational experiences of looked-after children and young people in Wales. British Educational Research Journal. 43(4): 683–699. DOI: 10.1002/berj.3283

purposive or opportunistic sampling