Dissonance in participant voice: research strategies that harmonise distortions in participant data

Oliver, Mark E. (2014) Dissonance in participant voice: research strategies that harmonise distortions in participant data. In: Echoes: ethics and issues of voice in education research. Sense Publishers, Rotterdam, Netherlands, pp. 185-195. ISBN 9789462094895


Consideration of how researcher actions can bias data collection and analysis has been extensively discussed; however little attention has been dedicated to exploring the notion that research participants can be the source of dubious data. While respecting the position that research participants construct their own subjective view of reality, this chapter discusses a potential problem that can influence the voice of participants. In this chapter the idea that cognitive biases can operate covertly to influence the responses of participants is explored, and strategies that researchers may utilise to address this potential problem are discussed.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2014 Sense Publishers. Permanent restricted access to published version in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 23 Mar 2015 05:10
Last Modified: 11 May 2017 01:32
Uncontrolled Keywords: trustworthiness; researchers; standards and guidelines
Fields of Research : 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170202 Decision Making
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
22 Philosophy and Religious Studies > 2201 Applied Ethics > 220107 Professional Ethics (incl. police and research ethics)
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970122 Expanding Knowledge in Philosophy and Religious Studies
Identification Number or DOI: 10.1007/978-94-6209-491-8_13
URI: http://eprints.usq.edu.au/id/eprint/24209

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