The Conduct of Research

Annotated bibliography
Bowen, G.A. (2008). Naturalistic Inquiry and the Saturation Concept: A Research Note. Qualitative Research, 8, 137-152. Doi: 10.1177/1468794107085301
In this research piece, the author assesses and evaluates the concept of saturation and the various challenges associated with the same. It is important to note that in most qualitative research studies, researchers do not provide an explanation of the actual meaning of saturation in their study context. This is despite claiming that saturation did indeed occur. The author successfully presents a strong argument for saturation claims to be founded on clarification of the attainment of such saturation as well as clear basis or affirmation of the occurrence of the same. In highlighting the concept of saturation in naturalistic enquiry and the difficulties it brings fourth, the author succeeds in enabling researchers to not only manage the process in an effective manner, but also have better understanding of the concept. The research note is organized in an easy to follow and understand format.
McMillan, J. H. & Schumacher, S. (2014). Research in Education: Evidence-Based Inquiry. Harlow: Pearson Higher Ed.
The relevance of ensuring that educators have the proper skills required for the conduction of educational research cannot be overstated. The authors in this case seek to not only analyze, but also assess the various approaches as well as formats used in education research. The methods and approaches the authors present in this text are of great relevance as far as the further enhancement of skills in the conduct of research is concerned. Towards this end, therefore, the concepts and principles discussed therein are meant to promote proper and extensive understanding of meaningful approaches for the evaluation of studies. It is important to note that unlike other resources seeking to pursue a similar agenda, the authors of this particular text make use of numerous examples and contextual formats (such as instructional tests and aids) in an attempt to promote better understanding of research approaches. The graphic organizers utilized in the text enable the reader to follow through. Overall, the authors largely succeed in their in their attempt to provide an overview of research methodology. Thanks to this text, educators now have sound framework for the proper examination of various concerns that they deem relevant in the school or class setting.
Patton, M.Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage.
This is an immensely helpful text when it comes to the promotion of the further understanding of qualitative methods. In essence, the text attempts to break down qualitative research as well as the various approaches utilized in qualitative study. In seeking to promote understanding of the relevant concepts, the author from time to time makes use of humor, illustrations, and various examples. In so doing, the author is able to make challenging concepts in this voluminous resource easy to understand and comprehend. Thus, in addition to being user-friendly, the resource is also pragmatic. The author’s extensive experience in both program evaluation as well as the conduction of social science research uniquely qualifies him to expound on a subject of this nature. The text would come in handy for not only graduate-level qualitative analysis, but also in professional qualitative research.