Louis Cohen's scientific contributions

Publications (47)

Article
Traducción de: Research Methods in Education Exposición de métodos y técnicas, tanto cualitativos y cuantitativos, para la investigación educativa. Tras plantear las controversias producidas entre las posturas positivista y antipositivista, los autores pasan a describir el concepto; posible clasificación; ventajas e inconvenientes; procedimientos d...

Citations

... The sample (n=107) had completed the mandatory educational foundation and pedagogy courses. An equal number of Head of Department (HoS) (n=107) and pedagogy lecturer (n=3) who taught the subject methods course, namely biology, chemistry and physics, were key informants and, therefore, purposively selected (Cohen et al., 2010). ...
... The present study follows the traditions of time series study with qualitative approach (Creswell, 1994. Repeated assessments before and after the treatment as the time series study suggests (Cohen and Manion, 2007;Fraenkel and Wallen, 2007), were aimed to identify the subjects' improvements in writing journals. The qualitative data were drawn from videotaped classroom observation to see the participants' active engagement in the negotiated reader-response process of journaling sessions and from the participants' continuously improved written drafts of RRJ. ...
... The key characteristics of PBL shown in Table 1 were used as a basis for the deductive and inductive content analysis, where it was determined which characteristics teachers implemented in the projects, and how they did this. In qualitative content analysis, data is analysed by reducing it to concepts that describe the studied phenomenon, for example, through pre-defined categories, whilst also acknowledging the themes rising from the data (Elo et al., 2014;Cohen et al., 2007). The final categories used in the deductive analysis, and discussion about decisions regarding them, can be seen in Table 2. ...
... The focused child was named with the pseudonym Megan. Based on a longitudinal design (Cohen et al., 2017), the development of Megan's science motive was documented and studied over time through two waves of empirical data. As an infant, Megan was followed at the age of 1 year and 2 months. ...
... We analyzed effects using the random-effects model according to DerSimonian and Laird (2015). The effect sizes were expressed as a standardized effect size (Cohen's d) for comparison to broader educational research (Cohen et al., 2017). ...
... et al., 2011). However, that intentions are associated with prospective behavior does not necessarily mean that intentions cause or explain behavior (Cohen, Manion, & Morrison, 2011;Rhodes & Dickau, 2012). These meta-analytic findings were based on correlational prospective studies, which can lead to misleading conclusions about determinants of physical activity (Weinstein & Rothman, 2005). ...
... Due to the need to focus on a homogenous group of subjects in a qualitative inquiry that aims at profound understanding of a certain phenomenon (Cohen, Manion & Morrison, 2013), the teachers in this study were selected using criterion sampling, i.e., all subjects who meet some criterion. Thus, in each school we asked the principals and teachers to recommend teachers from their school who meet the following criteria: ...
... Discriminant and convergent validity tests were further applied to ascertain the questionnaire variables' (RCA, competitive prices and sustainable profitability) construct validity. According to Cohen, Manion and Morrison, discriminant validity shows that two measures that are not supposed to be related are unrelated [65]. Conversely, convergent validity takes two measures conjectured to be measuring the identical construct and shows that they are related. ...
... A thematic content analysis was used to analyse the systematically transcribed and coded interviews. As stated by Cohen et al. (2011), thematic content analysis is used to identify recurring themes in a set of interviews. Based on the analysis and following the iterative process and summarisation of the data collected (Astalin, 2013), reoccurring themes were identified, and these were used to address the research questions raised. ...
... In this study, the educational milieu is made up of artists-who-teach, 4 art students, art school contexts, 5 and studio art content. 6 Focusing on any one of these areas will reveal human endeavor as complex, dynamic, and ever-emergent, and will not reduce the multi-dimensionality, non-linearity, interconnectedness, or unpredictability encountered because the whole is present within the parts (Davis, 2004;Kuhn, 2008). Assuming, therefore, that the entire system of teaching and learning will become understandable through the data collected from the parts, I focused on three systems: professors, students, and art school contexts. ...