Routledge Education
Research Methods
New Titles and Key Backlist
Education and Social Sciences
2009/2010
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Research Methods Catalog New Titles & Key Backlist 2009
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CONTENTS General Research Methods . . . . . . . . . . . . . . . . . . . . . . . .1 Issues in Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Action Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Supervising Research . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Academic Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Study Guides for Students . . . . . . . . . . . . . . . . . . . . . . .27 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Order Form . . . . . . . . . . . . . . . . . . . . . . . .Back of Catalog
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GENERAL RESEARCH METHODS
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BESTSELLER
FORTHCOMING
6TH EDITION
Researching Creative Learning
Research Methods in Education
Methods and Approaches
Louis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, Inter-University Institute of Macau, China
Edited by Pat Thomson, University of Nottingham, UK and Julian Sefton-Green, Independant Education Consultant, UK
This fully updated sixth edition of the international bestseller Research Methods in Education covers the whole range of methods currently employed by educational research at all stages. It is divided into five main parts: the context of educational research; planning educational research; styles of educational research; strategies for data collection and researching; and data analysis. The book also contains references to a comprehensive dedicated website of accompanying materials.
Teachers, governments and employers around the world all aspire to make young people more creative. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes and putting young people’s voice at the heart of learning.
The sixth edition includes new material on: complexity theory, ethics, sampling and sensitive educational research; experimental research, questionnaire design and administration with practical guidance; qualitative and quantitative data analysis, with practical examples; and internet based research. Research Methods in Education is essential reading for the professional researcher and continues to be the standard text for students and lecturers in educational research. 2007: 246x189: 656pp Hb: 978-0-415-37410-1: $180.00 Pb: 978-0-415-36878-0: $49.95 eBook: 978-0-203-02905-3 • To access the dedicated website of accompanying materials, and request your complimentary copy, please visit www.routledge.com/textbooks/9780415368780
There are programmes, projects and initiatives which have consistently attempted to offer such change and transformation. The English programme, Creative Partnerships, is the largest of these, but there are significant initiatives in many other parts of the world including France, Norway, Canada and the USA. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. June 2010: 246x174: 224pp Hb: 978-0-415-54884-7: $125.00 Pb: 978-0-415-54885-4: $42.95 • To request your complimentary copy visit: www.routledge.com/9780415548854 £75.00
£22.99
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FORTHCOMING
Research Methods: The Basics Nicholas Walliman, Oxford Brookes University, UK Series: The Basics
FORTHCOMING
The Reviewer’s Guide to Quantitative Methods in the Social Sciences Gregory R. Hancock and Ralph O. Mueller This unique reference book is specifically designed for peer reviewers of manuscripts or proposals in the social and behavioural sciences. Its thirty-one chapters cover virtually all of the classic and emerging statistical techniques that reviewers need to be familiar with in order to evaluate a manuscript’s methodological approach to data analysis. The chapters are not designed to teach but to update readers on a particular technique’s key principles, appropriate usage, underlying assumptions, and limitations. It will also serve as a handy reference when designing one’s own research. January 2010: 229x152 Hb: 978-0-415-96507-1: $195.00 Pb: 978-0-415-96508-8: $89.95 www.routledge.com/9780415965088 £130.00
£60.00
Research Methods: The Basics is an accessible and affordable pocket guide to doing effective research across the social sciences. Aimed specifically at students coming to social research at undergraduate level for the first time, the book will explore both the issues involved in ’good’ research and the practice of it. Topics covered include: Types of data: Primary, Secondary, Qualitative and Quantitative; Collecting data: questionnaires, interviews and focus groups; Using and evaluating online resources; Evaluating data and constructing an argument; and Ethical issues in conducting research. With all the standard features of the bestselling Basics series, such as chapter summaries, further reading and a glossary of terms, this book will be an essential first port of call and pocket reference for anyone conducting research for the first time. April 2010: 198x129: 224pp Hb: 978-0-415-48991-1: $100.00 Pb: 978-0-415-48994-2: $17.95 www.routledge.com/9780415489942 £55.00
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GENERAL RESEARCH METHODS
NEW
NEW
An Introduction to Qualitative Research Synthesis
Activity Theory in Practice
Managing the Information Explosion in Social Science Research
Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, University of Oslo, Norway
Claire Howell Major, University of Alabama, USA and Maggi Savin-Baden, University of Coventry, UK Providing a comprehensive guide for understanding, interpreting and synthesizing qualitative studies, This book shows how data can be collated together effectively to summarise existing bodies of knowledge and to create a more complete picture of findings across different studies.
Promoting Learning across Boundaries and Agencies
This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition - moving toward collaboration in inter-organizational fields and continuous shaping of transformations. To understand and master this transition, powerful new conceptual tools are needed and are
The authors describe qualitative research synthesis and argue for its use, describing the process of data analysis, synthesis and interpretation and provide specific details and examples of how the approach works in practice. Helping researchers to understand, make meaning and synthesize a wide variety of datasets, this book is broad in scope yet practical in approach. It will be beneficial to those working in social science disciplines, including researchers, teachers, students and policy makers. December 2008: 234x156: 208pp Hb: 978-0-415-56285-0: $120.00 Pb: 978-0-415-56286-7: $37.95 www.routledge.com/9780415562867 £80.00
£19.99
FORTHCOMING
Video in Social Science Research Functions and Forms Kaye Haw, University of Nottingham, UK and Mark Hadfield, University of Wolverhampton, UK This new text draws together the theoretical, methodological and practical issues involved in the effective use of video across the social sciences. This book deals with the central issue of how researchers can benefit from the use of video within their own research whether it be: video as representation, video as an aid to reflection, video that generates participation, video, voice and articulation or video that acts as a provocation. In turn each of these five central functions will be discussed in relation to different stages of the research process consisting of: research design, fieldwork and data collection, analysis of data and findings and dissemination.
provided here. The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. Working as part of an integrated international team, the authors identify specific findings which are of direct interest to the academic community, such as: the analysis of vertical learning between operational and strategic levels within complex organizations; the refinement of notions of identity and subject position within CHAT; the introduction of the concept of ‘labour power’ into CHAT; and the development of a method of analysing discourse which theoretically coheres with CHAT and the design of projects. August 2009: 234x156: 256pp Hb: 978-0-415-47724-6: $130.00 Pb: 978-0-415-47725-3: $42.95 www.routledge.com/9780415477253 £80.00
£22.99
Covering issues such as technical and aesthetic considerations in objective research, analytical frameworks for the use of video, ethical sensitivity and individual privacy, this book is a practical research tool for the digital age that shows how, why and when video could and should be used in social science research. January 2010: 234x156: 208pp Hb: 978-0-415-46785-8: $150.00 Pb: 978-0-415-46786-5: $37.95 • To request your complimentary copy visit: www.routledge.com/9780415467865 £75.00
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GENERAL RESEARCH METHODS NEW
NEW
Beyond Reflective Practice
Causation in Educational Research
New Approaches to Professional Lifelong Learning
Keith Morrison, Macau Inter-University Institute, Macau, China
Edited by Helen Bradbury, Sue Kilminster and Miriam Zukas, all at University of Leeds, UK and Nick Frost, Leeds Metropolitan University, UK Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book proposes new conceptualisations and offers fresh approaches relevant across professions. Definitions of reflection (which are often implicit) often focus on the individual’s internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice.
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This strongly practical book helps researchers understand, plan and investigate causation in education. It guides readers through statistical matters, explaining them clearly and simply in words as well as numbers, and shows them how to investigate qualitative causal research in education. After introducing deterministic and probabilistic causation, the book shows how these can be researched in different ways. It explains: how to determine causes from effects and how to link theory and practice in causal research; how to plan and conduct causal research in education; and how to analyze, present and interpret causal data, and the limits of causal understanding. Containing worked examples from both qualitative and quantitative research, this book provides a manual for practice, underpinned by a rigorous analysis of key issues from philosophy, sociology and psychology. It will appeal to new and established researchers, readers of educational research, social science students and academics. April 2009: 246x174: 256pp Hb: 978-0-415-49648-3: $125.00 Pb: 978-0-415-49649-0: $37.95 • To request your complimentary copy visit: www.routledge.com/9780415496490
July 2009: 234x156: 224pp Hb: 978-0-415-46792-6: $150.00 Pb: 978-0-415-46793-3: $45.95 www.routledge.com/9780415467933
£75.00
£75.00
£19.99
£23.99
NEW
NEW
E-Research
2ND EDITION
Transformation in Scholarly Practice
Doing Research/Reading Research
Edited by Nicholas W. Jankowski, Royal Netherlands Academy of Arts and Sciences, the Netherlands
Re-interrogating Education
Series: Routledge Advances in Research Methods
Paul Dowling and Andrew Brown, both at Institute of Education, University of London, UK
No less than a revolutionary transformation of the research enterprise is underway. This transformation extends beyond the natural sciences, where ’e-research’ has become the modus operandi, and is penetrating the social sciences and humanities, sometimes with differences in accent and label. Many suggest that the very essence of scholarship in these areas is changing. The everyday procedures and practices of traditional forms of scholarship are affected by these and other features of e-research. This volume, which features renowned scholars from across the globe who are active in the social sciences and humanities, provides critical reflection on the overall emergence of e-research, particularly on its adoption and adaptation by the social sciences and humanities. July 2009: 229x152: 370pp Hb: 978-0-415-99028-8: $95.00 www.routledge.com/9780415990288 £60.00
This best-selling text enables beginner researchers to organize and evaluate the research they read, and to plan and implement small scale research projects of their own. It gives structured, practical guidance on: the development of a research question; techniques of data collection; qualitative and quantitative forms of analysis; and the writing and dissemination of research. August 2009: 246x174: 224pp Hb: 978-0-415-37601-3: $145.00 Pb: 978-0-415-37602-0: $45.95 • To request your complimentary copy visit: www.routledge.com/9780415376020 £80.00
£23.99
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4
GENERAL RESEARCH METHODS
NEW
NEW
Introducing Neuroeducational Research
Qualitative Educational Research
Neuroscience, Education and the Brain from Contexts to Practice Paul Howard-Jones, Bristol University, UK In this book Paul Howard-Jones explores the differences between science and education, using research based studies and the voices of educators and scientists to build an argument for a new field of enquiry: neuroeducational research. Introducing Neuroeducational Research builds a meaningful bridge between diverse subjects from an interdisciplinary perspective, serving two critically related goals: to enrich both scientific and educational understandings of learning. The unique conceptual, methodological and ethical challenges which characterise this new field in educational psychology are examined and illustrated through empirical research, explaining why a ‘brain-based’ science of education can never exist in isolation from other perspectives on learning. Throughout the book, Paul Howard-Jones: • explores ‘neuromyths’ and their impact on educational research • highlights the opportunities to combine biological, social and experiential evidence in understanding how we learn • argues against a ‘brain-based’ natural science of education • introduces clearly the concept of an interdisciplinary neuroeducational approach • builds a methodology for conducting neuroeducational research
Readings in Reflexive Methodology and Transformative Practice Edited by Wendy Luttrell, City University of New York, USA Qualitative Educational Research is a comprehensive anthology designed to deepen education students’ thinking about their qualitative research purposes, questions, and decision-making. Focusing on various epistemological, intellectual, and ethical conflicts in doing social analysis, this reader invites researchers-in-training to explore why, from what perspective, for whose benefit, and with what stakes are research questions being posed. Drawing from her wealth of expertise executing and teaching qualitative research methods, scholar Wendy Luttrell has selected essays that focus specifically on the challenges of qualitative inquiry as they pertain to the field of education. These essays present multiple paradigms and perspectives in qualitative inquiry, including interpretivism, critical theory, cultural studies, feminist theories, critical psychology, and critical race theory. Reflexive writing assignments at the end of the volume expand readers’ understanding of the essays and guide students through developing their own research design. September 2009: 254x178: 496pp Hb: 978-0-415-95795-3: $150.00 Pb: 978-0-415-95796-0: $46.95 www.routledge.com/9780415957960 £100.00
£33.99
• draws on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we learn. Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike. October 2009: 234x156: 256pp Hb: 978-0-415-47200-5: $130.00 Pb: 978-0-415-47201-2: $47.95 eBook: 978-0-203-86730-3 www.routledge.com/9780415472012
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GENERAL RESEARCH METHODS NEW
NEW
Qualitative Research in International Settings
Single-Subject Research Methodology in Behavioral Sciences
A Practical Guide
Edited by David L. Gast, University of Georgia, USA
David Stephens, University of Brighton, UK
This book is written for student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices. The basic tenet of single-subject research methodology is that the individual is of primary importance and that each individual study participant serves as his or her own control. Although the methodology has its roots in behavioral psychology and applied behavioral analysis, it has been used by applied researchers across a variety of disciplines.
The teaching of qualitative research skills in universities is now widespread and the number of institutions offering courses in research methods in education and the social sciences is growing, while professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates and professionals engaged in research of this kind. Drawing upon the author’s extensive experience of educational research in the Developing World, the book focuses upon working in a variety of cultural and national contexts. It combines the practice and theory of qualitative research by clarifying and communicating the core ideas and principles of this form of research and highlighting specific case studies as models of good practice. June 2009: 234x156: 168pp Hb: 978-0-415-28057-0: $125.00 Pb: 978-0-415-28058-7: $37.95 • To request your complimentary copy visit: www.routledge.com/9780415280587 £75.00
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Key features include the following: • Applied Focus – this text focuses on how to use single-subject research in constructing one’s research project or in evaluating one’s professional practice. • Numerous and Varied Examples – The book abounds in examples from special education and other disciplines and populations within the applied research literature. • Reader Friendly – The text is written in a reader friendly style, features sample data sheets and graphic displays, and includes detailed guidelines for conducting visual analysis of graphic data. • Expertise – The author’s long and distinguished career in teaching single-subject research is augmented in this book by contributions from other experts in the field.
The Authentic Dissertation
August 2009: 254x178: 464pp Hb: 978-0-8058-6276-8: $175.00 Pb: 978-0-8058-6277-5: $89.95 eBook: 978-0-203-87793-7 • To request your complimentary copy visit: www.routledge.com/9780805862775
Alternative Ways of Knowing, Research and Representation
£115.00
£55.00
Four Arrows AKA Don Trent Jacobs, Northern Arizona University, USA The Authentic Dissertation is a road map for students who want to make their dissertation more than a series of hoop-jumping machinations that cause them to lose the vitality and meaningfulness of their research. 2008: 234x156: 272pp Hb: 978-0-415-44222-0: $150.00 Pb: 978-0-415-44223-7: $42.95 eBook: 978-0-203-87050-1 www.routledge.com/9780415442237 £80.00
£22.99
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GENERAL RESEARCH METHODS
NEW
Arts-Based Research in Education
Teaching, Learning and Research in Higher Education
Foundations for Practice
A Critical Approach Mark Tennant, Sydney University of Technology, Australia, Cathi McMullen, Charles Sturt University, Australia and Dan Kaczynski, Central Michigan University, USA Teaching, Learning and Research in Higher Education offers a combination of critical perspectives and practical advice that is ideally suited for individuals interested in enhancing their practice through analysis and critique. The aim is to promote a critical understanding of one’s own practices: to foster personal and professional formation through a reflexive engagement with one’s environment and circumstances. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory. Teaching, Learning and Research in Higher Education argues that academics can find space for their own agency in the midst of institutional policies and practices that serve to frame, as well as delimit and constrain, what counts as good academic work in teaching and research. This text bridges a gap between those books that provide a high-level analysis of contemporary higher education, the more practical texts on how to be a good teacher in higher education, and those texts which aim to improve teaching through better understanding of the learning process. A must-have resource for higher education professions, academic developers, professionals, and anyone looking to improve their teaching and learning practices. August 2009: 229x152: 208pp Hb: 978-0-415-96272-8: $140.00 Pb: 978-0-415-96263-6: $45.95 eBook: 978-0-203-87591-9 • To request your complimentary copy visit: www.routledge.com/9780415962636 £85.00
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Edited by Melisa Cahnmann-Taylor and Richard Siegesmund, both at University of Georgia, USA Series: Inquiry and Pedagogy Across Diverse Contexts Series This text introduces readers to definitions and examples of arts-based educational research, presents tensions and questions in the field, and provides exercises for practice. It weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of artistic products of arts-based research that illuminate by example.
2008: 229x152: 272pp Hb: 978-0-8058-6379-6: $130.00 Pb: 978-0-8058-6380-2: $43.95 eBook: 978-1-4106-1839-9 www.routledge.com/9780805863802 £85.00
£28.99
2ND EDITION
Research With Children Perspectives and Practices Edited by Pia Christensen, The Research Unit for General Practice, Denmark and Allison James, University of Sheffield, UK Research with Children is a unique resource book on the methodology of childhood research. Leading and new researchers within the social studies of childhood discuss central questions of epistemology and methodology, demonstrating the links between theory and practice. The theoretical and practical questions are set out in a clear and well-argued fashion and will therefore appeal both to the newcomer to childhood studies and to experienced researchers in the field. 2008: 234x156: 312pp Hb: 978-0-415-41683-2: $150.00 Pb: 978-0-415-41684-9: $45.95 eBook: 978-0-203-96457-6 • To request your complimentary copy visit: www.routledge.com/9780415416849 £85.00
£23.99
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GENERAL RESEARCH METHODS Doing Visual Research with Children and Young People
Handbook of Design Research Methods in Education
Edited by Pat Thomson, University of Nottingham, UK
Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching
This book explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people.
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Edited by Anthony E. Kelly and John Y. Baek, both at George Mason University, USA and Richard A. Lesh, Indiana University, USA This Handbook presents the latest thinking and current examples of design research in education.
2008: 234x156: 240pp Hb: 978-0-415-43109-5: $150.00 Pb: 978-0-415-43110-1: $45.95 eBook: 978-0-203-87052-5 • To request your complimentary copy visit: www.routledge.com/9780415431101 £85.00
The defining book for the field, it is designed as a guide for doctoral students, early career researchers, and cross-over researchers from fields outside of education interested in supporting innovation in educational settings through conducting design research.
£23.99
The Evaluator’s Cookbook Exercises for Participatory Evaluation with Children and Young People
2008: 254x178: 560pp Hb: 978-0-8058-6058-0: $275.00 Pb: 978-0-8058-6059-7: $100.00 eBook: 978-1-4106-1794-1 www.routledge.com/9780805860597 £180.00
Angus McCabe, University of Birmingham, UK and Katrice Horsley, Freelance Narrative Consultant, UK The Evaluator’s Cookbook contains twenty-one attractive and participatory evaluation exercises for use with children, young people and families/community groups. Attractively and clearly presented, the exercises are very easy to use and come with suggestions for use and instructions on how to create the equipment needed.
2008: 297x210: 64pp Pb: 978-0-415-45341-7: $33.95 eBook: 978-0-203-92687-1 www.routledge.com/9780415453417 £16.99
£65.00
Researching Learning in Higher Education An Introduction to Contemporary Methods and Approaches Glynis Cousin Series: SEDA Series Across the world, universities are transforming their teaching and learning practices to meet the challenges facing Higher Education in the 21st century. Research into teaching and learning in Higher Education has never been a more important issue. Growing numbers of academics across disciplines are conducting research in their teaching. This book presents contemporary approaches to researching university teaching and learning to address this rising demand. The author provides a much needed comprehensive yet basic approach for conducting this type of research. 2008: 229x152: 272pp Hb: 978-0-415-99164-3: $125.00 Pb: 978-0-415-99165-0: $45.95 eBook: 978-0-203-88458-4 www.routledge.com/9780415991650 £75.00
£22.99
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GENERAL RESEARCH METHODS
Statistical Modelling for Social Researchers
Visible Learning
Principles and Practice
A Synthesis of over 800 Meta-Analyses Relating to Achievement
Roger Tarling, University of Surrey, UK
John Hattie, University of Auckland, New Zealand
This book introduces social researchers to all aspects of statistical modelling in an easily accessible but informative way. A website will accompany the book which will provide additional information and exercises. It is the first text to introduce the social researcher to the principles of statistical modelling and to the full range of methods available. This book describes in words rather than mathematical notation the aims and principles of statistical modelling but helpfully remains fully comprehensive. 2008: 246x174: 224pp Hb: 978-0-415-44837-6: $170.00 Pb: 978-0-415-44840-6: $57.95 eBook: 978-0-203-92948-3 • To request your complimentary copy visit: www.routledge.com/9780415448406 £85.00
£31.99
A Synthesis of Research on Second Language Writing in English Ilona Leki, University of Tennessee, USA, Alister Cumming, University of Toronto, Canada and Tony Silva, Purdue University, USA Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. This book is designed to allow researchers to become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings.
’It is perhaps education’s equivalent to the search for the Holy Grail - or the answer to life, the universe and everything.’ – Times Educational Supplement This unique and ground-breaking book is the result of fifteen years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. This book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools. 2008: 246x174: 392pp Hb: 978-0-415-47617-1: $160.00 Pb: 978-0-415-47618-8: $47.95 eBook: 978-0-203-88733-2 www.routledge.com/9780415476188 £80.00
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Voice in Qualitative Inquiry Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research Edited by Alecia Y. Jackson, Appalachian State University, USA and Lisa A. Mazzei, Washington State University, USA Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. This compelling collection will challenge those who conduct qualitative inquiry to think differently about how they collect, analyze, and represent meaning using the voices of others, as well as their own.
2008: 234x156: 264pp Hb: 978-0-415-44220-6: $150.00 Pb: 978-0-415-44221-3: $45.95 eBook: 978-0-203-89188-9 www.routledge.com/9780415442213 £85.00
£23.99
2008: 229x152: 272pp Hb: 978-0-8058-5532-6: $135.00 Pb: 978-0-8058-5533-3: $46.95 eBook: 978-0-203-93025-0 www.routledge.com/9780805855333 £90.00
£30.99
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GENERAL RESEARCH METHODS Vygotsky and Research
Networking Practitioner Research
Harry Daniels
Colleen McLaughlin, Kristine Black-Hawkins and Donald Mcintyre, all at University of Cambridge, UK and Andrew Townsend, University of Nottingham, UK
This book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky. A concise introduction to Vygotsky’s original thesis and discussions on his approach to research methods is given; this is followed by an exploration of the research practices which have arisen in fields developed on the basis of his original thesis. These include: Socio-cultural studies with a focus on mediated action; Distributed Cognition, Situated Cognition and Activity Theory.
2007: 234x156: 256pp Hb: 978-0-415-38845-0: $160.00 Pb: 978-0-415-38846-7: $45.95 eBook: 978-0-203-08611-7 www.routledge.com/9780415388467 £80.00
£23.99
Quantitative Data Analysis in Education A Critical Introduction Using SPSS Paul Connolly, Queens University, Belfast, UK
2008: 234x156: 224pp Hb: 978-0-415-39592-2: $160.00 Pb: 978-0-415-39593-9: $45.95 eBook: 978-0-203-89179-7 www.routledge.com/9780415395939
2007: 246x174: 288pp Hb: 978-0-415-37297-8: $170.00 Pb: 978-0-415-37298-5: $42.95 eBook: 978-0-203-94698-5 • To request your complimentary copy visit: www.routledge.com/9780415372985
TEXTBOOK
Radical Research
Ethnography
Designing, Developing and Writing Research to Make a Difference
£85.00
£22.99
£80.00
£23.99
Principles in Practice Martyn Hammersley, The Open University, UK and Paul Atkinson, Cardiff University, UK 2007: 246x174: 278pp Hb: 978-0-415-39604-2: $180.00 Pb: 978-0-415-39605-9: $53.95 eBook: 978-0-203-94476-9 • To request your complimentary copy visit: www.routledge.com/9780415396059
2007: 234x156: 304pp Hb: 978-0-415-39927-2: $170.00 Pb: 978-0-415-39928-9: $47.95 eBook: 978-0-203-93992-5 • To request your complimentary copy visit: www.routledge.com/9780415399289
£85.00
£85.00
£26.99
£24.99
Exploring Educational Research Literacy
Using Narrative Inquiry as a Research Method
Gary Shank and Launcelot Brown, both at Duquesne University, USA 2007: 229x152: 264pp Hb: 978-0-415-95526-3: $140.00 Pb: 978-0-415-95527-0: $41.95 • To request your complimentary copy visit: www.routledge.com/9780415955270 £95.00
£23.99
John Schostak, Manchester Metropolitain University, UK and Jill Schostak, both at University of East Anglia, UK
An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching Leonard Webster and Patricie Mertova, both at Monash University, Australia 2007: 234x156: 152pp Hb: 978-0-415-37905-2: $170.00 Pb: 978-0-415-37906-9: $39.95 eBook: 978-0-203-94626-8 www.routledge.com/9780415379069 £85.00
£20.99
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10
GENERAL RESEARCH METHODS
Video Research in the Learning Sciences
ISSUES IN RESEARCH FORTHCOMING
Edited by Ricki Goldman, New York University, USA, Roy Pea and Brigid Barron, both at Stamford University, USA and Sharon J. Derry, University of Wisconsin, Madison, USA 2007: 254x178: 624pp Hb: 978-0-8058-5359-9: $190.00 Pb: 978-0-8058-5360-5: $62.95 eBook: 978-1-4106-1619-7 www.routledge.com/9780805853605 £125.00
£44.99
Planning Your Qualitative Research Project An Introduction to Interpretivist Research in Education Tom O’Donoghue, University of Western Australia 2006: 234x156: 240pp Pb: 978-0-415-41485-2: $41.95 • To request your complimentary copy visit: www.routledge.com/9780415414852 £21.99
Cultural-Historical Perspectives on Teacher Education and Development Learning Teaching Edited by Viv Ellis and Anne Edwards, both at University of Oxford, UK and Peter Smagorinsky, University of Georgia, USA This book will become the authoritative volume internationally for those involved in teacher education and professional development interested in sociocultural and cultural-historical activity theory (CHAT) perspectives on teaching and learning. An edited collection of chapters by leading researchers from the UK, the US and Europe, it will gain coherence from its theoretical orientation and substantive focus on teacher learning. This important collection will clarify the purpose of initial (pre-service) teacher education and continuing professional development and the role of universities and higher education personnel in these processes. January 2010: 234x156: 224pp Hb: 978-0-415-49758-9: $125.00 Pb: 978-0-415-49759-6: $42.95 www.routledge.com/9780415497596 £75.00
£22.99
Beginning Research A Guide for Foundation Degree Students
FORTHCOMING
Michelle Lowe, Staffordshire University, UK
Ethnography in Social Science Practice
2006: 246x174: 168pp Hb: 978-0-415-40980-3: $150.00 Pb: 978-0-415-40981-0: $35.95 • To request your complimentary copy visit: www.routledge.com/9780415409810
Julie Scott-Jones, Manchester Metroplitan University, UK and Sal Watt, Liverpool Hope University, UK
£75.00
£18.99
3RD EDITION
Handbook of Complementary Methods in Education Research Edited by Judith L. Green, Gregory Camilli and Patricia B. Elmore 2006: 254x178: 896pp Hb: 978-0-8058-5932-4: $275.00 Pb: 978-0-8058-5933-1: $99.95 www.routledge.com/9780805859331 £160.00
£65.00
2ND EDITION
Fieldwork in Educational Settings Methods, Pitfalls and Perspectives Sara Delamont 2001: 234x156: 272pp Hb: 978-0-415-24837-2: $170.00 eBook: 978-0-203-45351-3 • To request your complimentary copy visit: www.routledge.com/9780415248372
Ethnography in Social Science Practice takes a unique approach that explores ethnography both theoretically and practically. Students can explore the application of ethnography to ‘real world’ research contexts through a range of multidisciplinary case studies. This is a text of two parts: Part one grounds the student in the theoretical and ethical framework of ethnography; the ethical and theoretical reasons behind ethnography’s increasing popularity across the social sciences will be discussed. In Part two of the book the ethnographic research process is charted through a set of diverse case studies drawn from across the Social Sciences. Each case study draws on a specific piece of ethnographic research, most of which are examples of applied social research. This accessible text provides excellent guidance on ‘how to do ethnography’ for both undergraduate and postgraduate students that ground ethnographic research in specific ‘real world’ contexts. February 2010 Hb: 978-0-415-54347-7: $125.00 Pb: 978-0-415-54349-1: $42.95 eBook: 978-0-203-87630-5 • To request your complimentary copy visit: www.routledge.com/9780415543491 £75.00
£22.99
£85.00
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ISSUES IN RESEARCH FORTHCOMING
FORTHCOMING
Exploring Learning, Identity and Power through Life History and Narrative Research
Hermeneutics, History and Memory
11
Philip Gardner, University of Cambridge, UK
Edited by Ann-Marie Bathmaker and Penelope Harnett, both at University of the West of England, UK This book brings together a collection of writing about learning, power and identity. Each of the main chapters uses a narrative/life history approach to explore the experiences of a wide range of different people, including teachers, nurses, young children, library workers, adults who attended secondary modern schools in the post-war period, and others. In addition, the book provides a critical overview of contemporary life history/narrative research, and an account of the process of constructing research narratives. This book will: provide vivid examples of a narrative/life history approach to research in different educational and learning contexts; use this approach to explore identity, power and social justice in education and learning; and demonstrate inter-connections between research and the construction of research, which offer a model for practice for other practitioner research groups. The book makes a timely contribution to the growing interest in undertaking narrative and life history research. This is particularly relevant as there is now a continuing expansion of practitioner research, linked to an emphasis on research-based professions in education, health, and social service occupations. This book will provide examples for students of how professionals have used narrative research to investigate their particular research questions, it addresses key issues of social justice and power played out within different contexts, and it discusses the ethics of narrative research directly. January 2010: 234x156: 224pp Hb: 978-0-415-49642-1: $125.00 Pb: 978-0-415-49644-5: $42.95 www.routledge.com/9780415496445 £75.00
£22.99
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This book’s central concern is the problem of interpretation, both as meaning and as practice, in undertaking and using source-based research. Challenging the view that some traditional narrative historians hold, that theory or methodology are not central to their work, it explores the vital relationship that exists within research between interpretation and truth. Drawing examples from a wide-range of academic disciplines, the book will appeal to experienced historical researchers who seek more explicit theoretical and methodological foundations for their empirical investigations and to research students in history and the social sciences concerned with understanding the principles and practices through which documentary analysis and interview can be both conducted and utilised. February 2010: 234x156: 224pp Hb: 978-0-415-35337-3: $145.00 Pb: 978-0-415-35338-0: $47.95 www.routledge.com/9780415353380 £80.00
£24.99
FORTHCOMING
Language, Learning and Context Talking the Talk Wolff Michael Roth, University of Victoria, British Columbia, Canada Series: Foundations and Futures of Education Building on the work of linguistic philosophers such as Martin Heidegger, Donald Davidson, Paul Ricúur and Jacques Derrida, Language, Learning and Context explores the relationship between thinking and talk in educational settings. He uses the talk in science and mathematics education as a case study since, in these subjects, the issues are compounded by the fact that teachers talk about concepts and phenomena unfamiliar to students who do not speak the (theoretical) discourse that an understanding of the phenomena requires. The difficulties are further deepened for students who have to learn in a second language where their linguistic competence and the language of instruction are worlds apart. Language, Learning and Context aims to help educators understand the ways in which they use language and the sense in which they are as much subject to its possibilities as they are able to consciously mobilize them. It makes recommendations for the praxis of teaching and will appeal to PGCE students, researchers and practising science and mathematics teachers, as well as those with interests in language and literacy. March 2010: 234x156: 180pp Hb: 978-0-415-55191-5: $115.00 www.routledge.com/9780415551915 £70.00
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ISSUES IN RESEARCH
FORTHCOMING
FORTHCOMING
Models in Statistical Social Research
Researching and Understanding Educational Networks
Goetz Rohwer, Ruhr-Universitat Bochum, Germany The book provides a better understanding of models used in statistical social research based on statistical data and methods. While traditionally understood statistical models relate to data generating processes which presuppose facts, this book focuses on analytical models which relate to substantial processes generating social facts. It formally develops individual-level, population-level, and multilevel versions of such models and uses these models as frameworks for the definition of notions of functional causality. The book further develops a distinction between the representation of states and events, which is then used to formally distinguish between comparative and dynamic notions of causality. It is shown that, due to the involvement of human actors in substantial processes considered in social research, the conceptual framework of randomized experiments is of only limited use. Instead, modeling selection processes should become an explicit task of social research. January 2010: 234x156 Hb: 978-0-415-56055-9: $130.00 eBook: 978-0-203-86580-4 www.routledge.com/9780415560559 £80.00
NEW
Multi-Sited Ethnography Problems and Possibilities in the Translocation of Research Methods Edited by Simon Coleman and Pauline von Hellermann, both at University of Sussex, UK Series: Routledge Advances in Research Methods It is now nearly fifteen years since Marcus (1995) published a cornerstone text arguing for the adoption of ‘multi-sited’ approaches in ethnography. Over that time, a growing number of researchers across the social sciences have been attracted to such strategies since they offer powerful ways to engage with current policy-related and theoretical questions linked to globalization, migration, diasporas and the development of transnational publics. This volume examines the problems and possibilities multi-sited approaches have presented to researchers, as well as the ways in which the concept has evolved since the mid-1990s. The contributors raise new questions, new approaches and new possibilities, creating an indispensable volume for scholars in a variety of disciplines across the social sciences.
Robert Mccormick, The Open University, UK, Patrick Carmichael, University of Cambridge, UK, Alison Fox and Richard Procter, Institute of Education, London, UK Teacher learning is a matter of critical importance and the ways in which it is conceptualized is changing significantly with new emphasis on situated learning and activity theory. This book presents analyses of the problems with existing theories of teacher learning and explores what network theories can be brought to the problem of how teachers and schools create and share new knowledge about practice. These network theories draw on such ideas as social network analysis and on social capital theories, which gave a rich source upon which to build data collection and analysis of teacher and school networks. Using these theories the authors explore the empirical work that resulted from the investigation in the UK. This has been developed through further investigations of electronic networks (such as computer-mediated conferencing) and at how people network at events such as conferences. This book explores a new application of networks theories derived from quite different fields of work, and extends it both by being concerned about networks beyond organisations (most work focuses within organisations), and specifically about educational networks. Their application to educational networks and to teacher learning in particular, is a unique contribution of the book. This enables it to be of interest to both researchers and those studying for higher degrees, including students who are professionals working in schools. April 2010: 234x156: 240pp Hb: 978-0-415-49482-3: $160.00 Pb: 978-0-415-49483-0: $47.95 www.routledge.com/9780415494830 £80.00
£24.99
FORTHCOMING
Using Educational Research to Inform Practice A Practical Guide to Using Practitioner Research in Universities and Colleges Lorraine Foreman-Peck, University of Northampton, UK and Christopher Winch, King’s College London, UK June 2010: 234x156: 192pp Hb: 978-0-415-45009-6: $150.00 Pb: 978-0-415-45010-2: $41.95 www.routledge.com/9780415450102 £75.00
£21.99
November 2009: 229x152: 208pp Hb: 978-0-415-96524-8: $95.00 www.routledge.com/9780415965248 £65.00
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ISSUES IN RESEARCH FORTHCOMING
NEW
Using Analytical Frameworks for Classroom Research
Connecting Inquiry and Professional Learning in Education
Collecting Data and Analysing Narrative
International Perspectives and Practical Solutions
Edited by Susan Rodrigues, University of Dundee, UK
Edited by Anne Campbell, Leeds Metropolitan University, UK, Susan Groundwater-Smith, University of Sydney, Australia
Methodological research books on analytical frameworks until now have focused on describing and critiquing the tools used for data collection. This book is the first to broaden the focus to consider the analytical framework in which classroom research takes place. Bringing together influential voices on the topic, it examines, and encourages the reader to examine the tensions, potential, research evidence and reality of practice when using analytical strategies. Divided into two sections, the first outlines particular analytical approaches which can be used in relation to different research questions. The second consists of case studies that illustrate how these analytical approaches can be applied to classroom narrative. The book provides a set of tools to assist prospective researchers as they decide which analytical approach or approaches best suit their own research endeavours. These include: • a key to help reflect on the benefits of varied approaches • questions to stimulate discussion • ideas for motivating researcher to adopt more suitable frameworks. This in-depth look at the topic will appeal to researchers, academics and post-graduate students engaged in classroom research. April 2010: 234x156: 224pp Hb: 978-0-415-55306-3: $130.00 Pb: 978-0-415-55307-0: $42.95 www.routledge.com/9780415553070 £80.00
Based on the findings of an international colloquium and drawing upon a range of practices from the UK, USA, Canada, Europe and Australia, this book is designed to make explicit the connections between Practitioner Inquiry and Teacher Professional Learning in Initial Teacher Education and Ongoing Teacher Professional Development. Considering issues such as: • the relationship between practitioner inquiry and pedagogical content knowledge • whether it is possible to scale up from small local and intensive innovations to more broadly based inquiry • inquiry’s role in professional identity, both individual and communal • prevailing socio-political contexts and consequences for social policy formation. July 2009: 234x156: 232pp Hb: 978-0-415-47812-0: $150.00 Pb: 978-0-415-47813-7: $42.95 www.routledge.com/9780415478137 £75.00
£22.99
£22.99
. NEW
The Construction of Statistics and Numbers Edited by Ann R. Saetnan and Svein Hammer, both at Norwegian University of Science and Technology, Norway and Heidi Mork Lomell, Univeristy of Oslo, Norway Statistics are often seen as simple, straightforward, and objective descriptions of society. However, what we choose to count, what we choose not to count, who does the counting, and the categories and values we choose to apply when counting, matter. This volume addresses the ways in which statistics and numbers are gathered and applied in social science research. The contributors argue that we must become more aware of the power and the limitations of statistics. Learning statistics needs to be about more than simply mastering the techniques of using the tool; it needs to also be about learning the dangers of that tool and learning to control it within social and ethical bounds. These dangers lie in the routines through which statistics are applied; the discourses from which they emerge and into which they are deployed; the power relations created by those discourses; and the assumptions, meanings, and categories statistics carry with them in those discourses. This volume will be necessary reading for students and scholars using quantitative data within the social sciences. November 2009: 234x156: 244pp Hb: 978-0-415-87370-3: $95.00 www.routledge.com/9780415873703 £70.00
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14
ISSUES IN RESEARCH
NEW
NEW
Ethnographies Revisited
Researching Sex and Lies in the Classroom
Conceptual Reflections from the Field Edited by Antony Puddephatt, Lakehead University, Canada, William Shaffir, McMaster University, Canada and Steven W. Kleinknecht, Brescia University College, Canada Ethnographies Revisited provides first-hand accounts of how leading qualitative researchers crafted key theoretical concepts found in their major book-length ethnographies. Great ethnographic research lies not in the rigid execution of prescribed methodological procedures, but on the unrelenting cultivation of theoretical ideas. These contributors focus squarely on this neglected topic, providing reflexive accounts of how research decisions were made in light of emerging theoretical questions. The continuous generation of creative concepts is arguably the most important skill in developing powerful results in field research, since the originality of the ideas produced is how the study is ultimately judged. Yet, this topic is often taken for granted, treated rigidly and artificially, or is entirely absent from existing qualitative research manuals. In contrast, this volume offers candid insights of how leading ethnographers generated their initial questions, chose their research sites, made theoretical and methodological adjustments, and oriented their research to maximize the conceptual payoff, leading to such successful research contributions. This provides a fresh approach to the topic of qualitative research, by linking practical decisions in the field to the dynamic features of theory in the making, told through the first-hand experiences of some of the best ethnographers in our field. June 2009: 234x156: 284pp Hb: 978-0-415-45220-5: $140.00 Pb: 978-0-415-45221-2: $50.95 eBook: 978-0-203-87650-3 www.routledge.com/9780415452212 £85.00
Allegations of Sexual Misconduct in Schools Pat Sikes, University of Sheffield, UK and Heather Piper, Manchester Metropolitan University, UK Researching Sex and Lies in the Classroom draws on in-depth qualitative research exploring the experiences, perceptions and consequences for those who have been falsely accused of sexual misconduct with pupils, and for the family members, friends and colleagues affected by or involved in the accusation process. The book also highlights the dilemmas and difficulties the authors themselves have faced researching this field, such as: • ethical and methodological concerns over whether or not the teachers had indeed been falsely accused, or were guilty and taking advantage of this project to construct an alternative, innocent identity • the difficulty of obtaining institutional ethical clearance to undertake and publish research which challenges master narratives concerning children and their protection • the reluctance of funders to support research in controversial and sensitive areas. Researching Sex and Lies in the Classroom reveals findings which are both informative and shocking. It interrogates the appropriateness of current investigative and judicial procedures and practices, and it raises general questions about the surveillance and control of research and academic voice. It will be of great benefit to academics and researchers interested in this field, as well as postgraduate students, teachers and other professionals working with the fear of allegations of abuse.
£26.99
December 2009: 234x156: 192pp Hb: 978-0-415-48117-5: $150.00 Pb: 978-0-415-48118-2: $42.95 www.routledge.com/9780415481182 £75.00
£22.99
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ISSUES IN RESEARCH NEW
NEW
Researching IT in Education
Researching Transitions in Lifelong Learning
Edited by Anne McDougall, with John Murnane, Anthony Jones and Nick Reynolds Serious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching IT in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci: • Theory • History • Research Directions • Methodology • Research Topics. This book argues for the enormous power of IT to enable fundamental research that both refines and develops theory and practice in education. High quality research that advances knowledge and educational practice in this area will generally require longer timelines and more complex data collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoretical work on the subject of IT in education. Researching IT in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book. This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students, teachers and policy makers. December 2009: 234 x156: 224pp Hb: 978-0-415-56000-9: $130.00 Pb: 978-0-415-56001-6: $45.95 www.routledge.com/9780415560016 £80.00
£23.99
15
Edited by John Field, University of Stirling, UK, Jim Gallacher and Robert Ingram, both at Glasgow Caledonian University, UK In today’s society, people and organisations increasingly undergo processes of transition. Experiences of change affect all areas of life: our jobs, relationships, status, communities, engagement in civil society, lifestyles, even understandings of our own identity. Each person must expect and make ready for transitions, engaging in learning as a fundamental strategy for handling change. This is where lifelong learning steps in. From career guidance to third age programmes, from ‘learning to learn’ in kindergarten to MBA, from Mozart for babies to gender re-assignment counselling, people face a crowded world of learning activities designed to help them through transitions. Researching Transitions in Lifelong Learning presents new research from Britain, Australia and North America. The authors include leading scholars with established international reputations - such as Kathryn Ecclestone, Sue Webb, Gert Biesta, W. Norton Grubb, Nicky Solomon and David Boud - as well as emerging researchers with fresh and sometimes challenging perspectives. While emphasising the complexity and variety of people’s experiences of learning transitions, as well as acknowledging the ways in which they are embedded in the specific contexts of everyday life, the authors share a common interest in understanding the lived experiences of change from the learner’s perspective. This volume therefore provides an opportunity to take stock of recent research into transitions, seen in the context of lifelong learning, and outlines important messages for future policy and practice. It will also appeal to researchers worldwide in education and industrial sociology, as well as students on courses in post-compulsory education. June 2009: 234x156: 240pp Hb: 978-0-415-49598-1: $150.00 Pb: 978-0-415-49599-8: $42.95 eBook: 978-0-203-87517-9 www.routledge.com/9780415495998 £75.00
£22.99
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16
ISSUES IN RESEARCH
NEW
NEW
Researching Violence, Democracy and the Rights of People
Surviving Field Research
John F. Schostak, Manchester Metropolitan University, UK and Jill Schostak, University of East Anglia, UK
Edited by Chandra Lekha Sriram, Olga Martin-Ortega and Johanna Herman, all at University of East London, UK, John C. King and Julie A. Mertus, both at American University, Washington DC, USA
Violence, democracy and rights are issues that are not fully addressed in research methodology literatures. Yet violence is of vital interest in substantive and theoretical debates across the social sciences, education, philosophy, politics and cultural studies. Methodology needs to be informed by and be relevant to the debates and practices within and across these perspectives on the worlds of everyday life.
Working in Violent and Difficult Situations
The aim of this edited volume is to guide researchers in identifying and addressing challenges in conducting qualitative research in difficult circumstances, such as conducting research in autocratic or uncooperative regimes, with governmental or non-governmental officials, and perhaps most importantly, with reluctant respondents such as victims of genocide or (on the other side of the coin) war criminals.
Research is fundamentally entwined with the political, the ethical and the legal. When it presumes the neutrality of method and ignores its radical roots of inquiry, it is in danger of being politically co-opted and ethically naive. Research that reveals what is at stake, politically, ethically and legally is typically open to accusations of being partisan and therefore political. It cannot, however, avoid being political in the broadest sense of the word. Researching Violence, Democracy and the Rights of People explores what is at stake methodologically (both theoretically and practically) for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, thus making audible their experiences of wrongs and injustices, and engage democratically in processes of change. December 2009: 234x156: 224pp Hb: 978-0-415-47877-9: $150.00 Pb: 978-0-415-47878-6: $42.95 www.routledge.com/9780415478786 £75.00
£22.99
Education Research On Trial
The volume proceeds in five substantive sections, each addressing a different challenge of conducting field research in conflict-affected or repressive situations including: Ethics; Access; Veracity; Security; and Identity, Objectivity, Behaviour. This important text will be vital reading for students, scholars and researchers in the areas of research methods, international relations, anthropology and human rights. It will also be of keen interest to policy practioners and NGOs, and especially relevant for those working in the regions of Africa, Latin America, and Asia. May 2009: 234x156: 280pp Hb: 978-0-415-48934-8: $185.00 Pb: 978-0-415-48935-5: $39.95 eBook: 978-0-203-87527-8 • To request your complimentary copy visit: www.routledge.com/9780415489355 £75.00
£19.99
Policy Reform and the Call for Scientific Rigor Edited by Pamela B. Walters, Indiana University, USA, Annette Lareau, University of Maryland, USA and Sheri Ranis, Bill and Melinda Gates Foundation, USA Many have attacked education research as failing to meet standards of scientific rigor. The thoughtful essays in this book offer an analysis of this debate on the failings of education research. 2008: 235x156: 248pp Hb: 978-0-415-98988-6: $125.00 Pb: 978-0-415-98989-3: $39.95 eBook: 978-0-203-92868-4 • To request your complimentary copy visit: www.routledge.com/9780415989893 £85.00
£26.99
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ISSUES IN RESEARCH Generalizing from Educational Research
Researching History Education
Beyond Qualitative and Quantitative Polarization
Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA
17
Theory, Method, and Context
Edited by Kadriye Ercikan, University of British Columbia, Canada and Wolff-Michael Roth, University of Victoria, Canada ’This book frames the major challenge facing educational researchers as one of going beyond the mindless qualitativequantitative divide and addressing the overarching/fundamental challenge of enriching and enlarging educational inquiry. It is a signature contribution to the field.’ – Clifton F. Conrad, University of Wisconsin-Madison, USA
Researching History Education combines a selection of Linda Levstik’s and Keith Barton’s previous work on teaching and learning history with their reflections on the process of research. These studies address students’ ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students’ and teacher’s thinking. 2008: 229x152: 440pp Hb: 978-0-8058-6270-6: $150.00 Pb: 978-0-8058-6271-3: $51.95 eBook: 978-1-4106-1676-0 www.routledge.com/9780805862713 £100.00
£34.99
2008: 229x152: 320pp Hb: 978-0-415-96381-7: $135.00 Pb: 978-0-415-96382-4: $41.95 eBook: 978-0-203-88537-6 www.routledge.com/9780415963824 £90.00
£27.99
The Methodological Dilemma
Globalizing the Research Imagination
Creative, Critical and Collaborative Approaches to Qualitative Research
Edited by Jane Kenway and Johannah Fahey, both at Monash University, Australia
Edited by Kathleen Gallagher, University of Toronto, Canada
This thought-provoking book for students and researchers critically interrogates the various ways in which globalization reshapes research and investigates the challenges that globalization poses for the social sciences and humanities. 2008: 234x156: 152pp Hb: 978-0-415-41221-6: $145.00 Pb: 978-0-415-41222-3: $37.95 eBook: 978-0-203-87055-6 www.routledge.com/9780415412223 £85.00
£19.99
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Both thought-provoking and challenging to the way research is planned and undertaken, this vital new book will equip researchers with a variety of critical, creative and post-positivist solutions to dilemmas that plague qualitative research. 2008: 234x156: 288pp Hb: 978-0-415-46061-3: $150.00 Pb: 978-0-415-46062-0: $45.95 eBook: 978-0-203-92717-5 www.routledge.com/9780415460620 £80.00
£23.99
18
ISSUES IN RESEARCH
On Ethnography
Researching Education from the Inside
Approaches to Language and Literacy Research
Investigations from Within
Shirley Brice Heath, Stanford University, USA and Brian Street, King’s College, University of London, UK
Edited by Pat Sikes, University of Sheffield, UK and Anthony Potts, LaTrobe University, Australia
’Heath and Street provide an invitation to ethnography that is intimate to researchers and to the lives of the people researched ... They provide clear discussions of research practices and frame ethnography as theory-building inquiry about the nature of language, literacy, social practices, and knowledge.’ – David Bloome, The Ohio State University, USA 2008: 168pp Pb: 978-0-415-47207-4: $46.95 www.routledge.com/9780415472074
Examining the potential and actual possibilities that come from researching an individual’s own professional or occupational group this book provides coverage of researching education from the inside from institutions such as schools, colleges and universities, and from a number of perspectives, including gender, sexuality, curriculum and teaching.
2008: 234x156: 200pp Hb: 978-0-415-43593-2: $150.00 Pb: 978-0-415-43594-9: $45.95 eBook: 978-0-203-93235-3 www.routledge.com/9780415435949 £80.00
£23.99
£23.99
DISCLAIMER: Routledge is unable to supply ‘On Ethnography’ to customers in the Americas (U.S.A, Canada and Latin America). Customers in this region can purchase the book from Teacher’s College Press.
Researching with Integrity
Qualitative Research
The Ethics of Academic Enquiry
Challenging the Orthodoxies in Standard Academic Discourse(s)
Bruce Macfarlane, University of Portsmouth, UK Illustrated throughout with short narratives detailing ethical issues and dilemmas from international academic researchers representing different disciplines, research cultures and national contexts, this book proposes an alternative approach to research which provides all research professionals with the intellectual tools they need to cope with complex research.
Edited by Sandra G. Kouritzin and Nathalie A.C. Piquemal, both at University of Manitoba, Canada and Renee Norman, University College of the Fraser Valley, Canada Series: Inquiry and Pedagogy Across Diverse Contexts Series Evocative and provocative, this book presents the points of view of (often junior) scholars in the social sciences who used non-standard methods or writing practices to challenge the ’research-as-usual’ paradigm in the academy. The authors discuss their lived personal experiences, as well as their struggles and eventual successes.
2008: 229x152: 208pp Hb: 978-0-415-42903-0: $150.00 Pb: 978-0-415-42904-7: $45.95 eBook: 978-0-203-88696-0 www.routledge.com/9780415429047 £75.00
£22.99
2008: 229x152: 296pp Hb: 978-0-8058-4837-3: $135.00 Pb: 978-0-8058-4838-0: $44.95 eBook: 978-0-203-88682-3 www.routledge.com/9780805848380 £90.00
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ISSUES IN RESEARCH Theory and Educational Research
19
Educational Research and Policy-Making
Toward Critical Social Explanation Jean Anyon, CUNY Graduate Center, USA Throughout U.S. history, education policies, practices, and politics have been described and tested to yield empirical data, often with little attempt to place findings in a larger theoretical infrastructure that could provide them with increased explanatory, critical, or even liberatory power. This collection fills that void by taking the point of view that neither research nor theory alone is adequate to the task of social explanation. Instead, Jean Anyon and her collaborators argue that they imbricate and instantiate one another, forming and informing each other as the inquiry process unfolds. 2008: 229x152: 216pp Hb: 978-0-415-99041-7: $140.00 Pb: 978-0-415-99042-4: $32.95 eBook: 978-0-203-89414-9 • To request your complimentary copy visit: www.routledge.com/9780415990424
Exploring the Border Country Between Research and Policy Edited by Lesley Saunders, General Teaching Council and the University of London, UK 2007: 234x156: 208pp Hb: 978-0-415-41174-5: $170.00 Pb: 978-0-415-41175-2: $45.95 www.routledge.com/9780415411752 £85.00
£23.99
An Ethical Approach to Practitioner Research Dealing with Issues and Dilemmas in Action Research Edited by Anne Campbell, Leeds Metropolitan University, UK. and Susan Groundwater-Smith, University of Sydney, Australia 2007: 234x156: 208pp Hb: 978-0-415-43087-6: $170.00 Pb: 978-0-415-43088-3: $47.95 eBook: 978-0-203-93927-7 • To request your complimentary copy visit: www.routledge.com/9780415430883
£95.00
£85.00
£21.99
£24.99
Using Social Theory in Educational Research
Inquiry, Data, and Understanding A Search for Meaning in Educational Research
A Practical Guide
Edited by Lorin W. Anderson
Mark Dressman, University of Illinois at Urbana-Champaign, USA
Series: Contexts of Learning
Using Social Theory in Educational Research is organised to help practising educators and novice researchers who have little familiarity with social theory to: • be introduced to major schools of social theory, their basic concepts, and their general applicability to educational issues • develop an understanding of and appreciation for its potential to improve their own practice
2007 Hb: 978-90-265-1953-6: $170.00 www.routledge.com/9789026519536 £85.00
Knowledge Production Research Work in Interesting Times Edited by Bridget Somekh, Manchester Metropolitan University, UK and Thomas A. Schwandt, University of Illinois at Urbana-Champaign, USA 2007: 234x156: 224pp Hb: 978-0-415-44229-9: $170.00 Pb: 978-0-415-44228-2: $47.95 www.routledge.com/9780415442282 £85.00
£24.99
• gain practical insight into how theory can function as a warrant, or support, for data interpretation • through the use of multiple practical examples, learn how to integrate theory into their own work more effectively. 2008: 234x156: 184pp Hb: 978-0-415-43640-3: $150.00 Pb: 978-0-415-43641-0: $42.95 eBook: 978-0-203-87051-8 • To request your complimentary copy visit: www.routledge.com/9780415436410 £85.00
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20
ISSUES IN RESEARCH
ACTION RESEARCH
Reframing Sociocultural Research on Literacy
FORTHCOMING
Identity, Agency, and Power
Becoming a Teacher through Action Research
Edited by Cynthia Lewis, University of Minnesota at Twin Cities, USA, Patricia E. Enciso, Ohio State University, USA and Elizabeth Birr Moje, University of Michigan, USA 2007: 229x152: 232pp Hb: 978-0-8058-5695-8: $85.00 Pb: 978-0-8058-5696-5: $30.95 eBook: 978-1-4106-1694-4 www.routledge.com/9780805856965 £57.50
£20.99
The Research Process in Classroom Discourse Analysis Current Perspectives Edited by Kim Marie Cole, Fredonia, CUNY, USA and Jane Zuengler, University of Wisconsin-Madison, USA 2007: 229x152: 176pp Hb: 978-0-8058-5530-2: $130.00 Pb: 978-0-8058-5531-9: $41.95 eBook: 978-1-4106-1886-3 www.routledge.com/9780805855319 £85.00
£27.99
2ND EDITION
Process, Context, and Self-Study Donna Kalmbach Phillips and Kevin Carr, both at George Fox University, USA Becoming a Teacher through Action Research skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience: selecting an area of focus; designing a culturally-proficient study; collecting and interpreting data; and communicating findings. With an updated preface and introduction, this revised edition fully develops a convincing response to the framing question of the book, “Why pre-service teacher action research?” The new edition offers a more robust overview of research methodology, including mixed methods examples as well as quantitative data collection strategies. The authors also touch on digital photography and audio collection tools, as well as alternative art forms as possibilities for presenting action research. Using additional activities and examples, the authors clarify how to ask critical questions using literature reviews. This edition also includes fresh Action Research Memos, new examples throughout, additional glossary terms, and updated examples and templates. Each chapter now includes an overview chart to better provide a roadmap of the action research process, and new end-of-chapter Process Questions to encourage understanding. This one-ofa-kind guide continues to offer invaluable support for teacher-education students during a critical phase of their professional–and personal–lives. January 2010: 229x152: 232pp Hb: 978-0-415-80105-8: $130.00 Pb: 978-0-415-80106-5: $41.95 • To request your complimentary copy visit: www.routledge.com/9780415801065 £85.00
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ACTION RESEARCH FORTHCOMING
NEW
Becoming a Teacher Researcher in Literacy Teaching and Learning
Action Learning in Schools
21
Strategies and Tools for the Inquiry Process
Reframing Teachers’ Professional Learning and Development
Edited by Christine C. Pappas and Eli Raymond-Tucker, both at University of Illinois at Chicago, USA
Peter Aubusson, University of Technology Sydney, Australia, Robyn Ewing, University of Sydney, Australia and Garry Hoban, University of Wollongong, Australia
This practical, ’how-to’ text, informed by current ideas on teacher research, outlines and illustrates strategies and experiences to foster literacy teachers’ abilities to conduct action research in their classrooms or schools. Part I overviews the theory and significance of teacher research and provides a description and rationale for the various activities and experiences that support learning to become teacher researchers. Part II features chapters written by a diverse group of teacher-researchers, interwoven with short commentaries by the editors that address particularly pertinent features or aspects of these reports for novice teacher-researchers in the process of learning to do teacher inquiry. These chapters make visible the various tensions and vulnerabilities that novice teacher researchers experience and how the activities in this book may help address them. June 2010: 279x216: 264pp Hb: 978-0-415-99620-4: $125.00 Pb: 978-0-415-99621-1: $34.95 • To request your complimentary copy visit: www.routledge.com/9780415996211
This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: • provide practical advice on how to initiate and sustain action learning
£70.00
• explain the interaction between action learning, teacher development, professional learning, community building, leadership and change
£18.99
• illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost.
Action Research in Teaching and Learning A Practical Guide to Conducting Pedagogical Research in Universities Lin S. Norton, Liverpool Hope University, UK A practical guide for those working in teaching and learning and wanting to carry out action research on their own practice. Useful research tools include the ’ideal inventory’ designed by the author and widely used in the research context.
Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students. June 2009: 234x156: 160pp Hb: 978-0-415-47514-3: $150.00 Pb: 978-0-415-47515-0: $37.95 www.routledge.com/9780415475150
2008: 234x156: 224pp Hb: 978-0-415-46846-6: $135.00 Pb: 978-0-415-43794-3: $41.95 eBook: 978-0-203-87043-3 www.routledge.com/9780415437943 £75.00
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£75.00
£19.99
22
ACTION RESEARCH
FORTHCOMING
NEW
Action Research and Reflective Practice
Designing Socially Just Learning Communities
Creative and Visual Methods to Facilitate Reflection and Learning
Critical Literacy Education across the Lifespan
Paul Mcintosh The use of reflection as a tool to support and develop practice is becoming increasingly recognised across education, healthcare and social sciences. Running alongside the use of reflection is the prevalent use of action research which some see as a way of approaching the study of human beings from a philosophical perspective in which sharing takes place within mutually supportive environments. As a result many academics and practitioners suggest that one cannot improve the methodology of action research without considering philosophical reflection. Exploring the tension between the use of evidence-based practice, based upon the ‘solidity’ of research and reflection with its subjectivity and personal perception, this book argues that reflection is research. By applying a refreshing approach to the subject the author increases both the use and effectiveness of action research and of reflection through the application of new creative and visual approaches. As the author demonstrates, creative approaches can be utilised effectively in critically reflexive ways creating a new style of action research that is both innovative and theoretically robust. The resultant approach will improve evidence-based research in education, healthcare and other social sciences to enhance perception and understanding of events, identity and self. January 2010: 216x138: 172pp Hb: 978-0-415-46901-2: $145.00 Pb: 978-0-415-46902-9: $45.95 www.routledge.com/9780415469029 £80.00
£23.99
Rebecca Rogers, University of Missouri-St.Louis, USA, Mary Ann Kramer, Melissa Mosley, University of Austin, USA and Literary for Social Justice Teacher Research Group Demonstrating the power and potential of educators working together to use literacy practices that make changes in people’s lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educators’ stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice. Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachersí reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers’ practices and actions – in their classrooms and as members of the teacher research group – will speak loudly to policy-makers, researchers, and activists who wish to work alongside them. March 2009: 234x156: 248pp Hb:978-0-415-99759-1: $135.00 Pb:978-0-415-99762-1: $41.95 eBook: 978-0-203-88167-5 www.routledge.com/9780415997621 £90.00
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ACTION RESEARCH NEW
NEW
Doing Action Research in English Language Teaching
3RD EDITION
A Guide for Practitioners
Jean McNiff, Educational Consultant and Jack Whitehead, University of Bath, UK
23
You and Your Action Research Project
Anne Burns, Macquarie University, Australia Series: ESL and Applied Linguistics Professional Series This hands-on, practical guide for ESL/EFL teachers and teacher educators outlines, for those who are new to doing action research, what it is and how it works. Straightforward and reader friendly, it introduces the concepts and offers a step-by-step guide to going through an action research process, including illustrations drawn widely from international contexts. Specifically, the text addresses: action research and how it differs from other forms of research; the steps involved in developing an action research project; ways of developing a research focus; methods of data collection; approaches to data analysis and making sense of action research for further classroom action. Each chapter includes a variety of pedagogical activities including: pre-reading questions; reflection points invite readers to think about/discuss what they have read; action points ask readers to carry out action-research related tasks based on what they have read; classroom voices illustrate aspects of action from teachers internationally and summary points provide a synopsis of the discussion in the chapter. Bringing the how-to and the what together, Doing Action Research in English Language Teaching is the perfect text for BATESOL and MATESOL courses in which action research is the focus or a required component.
This book gives practical guidance on doing an action research project. Written for practitioners across professions who are studying on work based learning programmes and award-bearing courses, this book is packed full of useful advice and takes the reader through the various stages of a project, including: starting your action research project, monitoring and documenting the action; techniques for dealing with the data, making claims to knowledge and validating them; and legitimating your research, making your research public: creating your living educational theory. The book’s practical approach will appeal to practitioners and will encourage them to try out new strategies for improving their work. This third edition of the best-selling book, has been thoroughly updated and improved by a number of features, with new case studies from a wide range of disciplines, extracts from validated dissertations and theses (with information on how to access more examples via the Internet), points for reflection, checklists of reflective questions, and up-to-the-minute information on current debates and ideas. July 2009: 234x156: 256pp Hb: 978-0-415-48708-5: $150.00 Pb: 978-0-415-48709-2: $42.95 eBook: 978-0-203-87155-3 • To request your complimentary copy visit: www.routledge.com/9780415487092
October 2009: 229x152: 120pp Hb: 978-0-415-99144-5: $125.00 Pb: 978-0-415-99145-2: $24.95 • To request your complimentary copy visit: www.routledge.com/9780415991452
£75.00
£85.00
£22.99
£16.99
Improving Teacher Education through Action Research Edited by Ming-Fai Hui and David L. Grossman, both at The Hong Kong Institute of Education, Hong Kong Series: Routledge Research in Education This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs. 2008: 229x152: 210pp Hb: 978-0-415-95629-1: $95.00 eBook: 978-0-203-89537-5 www.routledge.com/9780415956291 £65.00
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24
ACTION RESEARCH
SUPERVISING RESEARCH
Using Action Research to Improve Instruction
FORTHCOMING
An Interactive Guide for Teachers
Developing coherent research methodologies
John E. Henning, Jody M. Stone and James L. Kelly, all at University of Northern Iowa, USA Using Action Research to Improve Instruction offers a comprehensive, easy-to-understand approach to action research in classroom settings. This engaging and accessible guide is grounded in sources of data readily available to teachers, such as classroom observations, student writing, surveys, interviews, and tests. Organized to mirror the action research process, the highly interactive format prompts readers to discover a focus, create research questions, address design and methodology, collect information, conduct data analysis, communicate the results, and to generate evidence-based teaching strategies. Special Features Include: an interactive text; reflection questions and activity prompts; a sample action research report; numerous examples and practice examples; and numbered sections for cross referencing. This original text is a must-read for teachers interested in how they can use their current knowledge of instruction and assessment to meaningfully engage in action research. 2008: 254x178: 224pp Hb: 978-0-415-99173-5: $125.00 Pb: 978-0-415-99174-2: $37.95 eBook: 978-0-203-88729-5 • To request your complimentary copy visit: www.routledge.com/9780415991742 £85.00
£24.99
Practitioner Research at Doctoral Level Pat Drake, University of Sussex, UK and Linda Heath, University of Brighton, UK This book explores the idea that the critical position that doctoral students must achieve in terms of both their research and the research setting is, at best, extremely difficult and, at worst, unachievable for practitioners conducting ’insider research’. The authors suggest that universities need to examine current research methodologies on practitioner doctorates with a view to creating new methodologies to accommodate new forms of knowledge construction. The authors argue that comparisons between traditional PhDs and professional doctorates not only neglect the diversity of models of practitioner research at doctoral level, but also that a paradigm shift has occurred and that the construction of knowledge in the social sciences is not limited to the type of doctoral programme through which it is engendered. Recent research indicates that key elements including supervision, ethical issues, relationships with colleagues, loyalty, duty and integrity place the practitioner in a situation which may not methodologically align with conventional approaches. In this book the authors take the opportunity to explore these themes in an holistic and integrated way in order to develop a sense of methodological coherence for the practitioner researcher at doctoral level. This book will be essential reading for doctoral students and their supervisors, practitioner researchers working in professional settings more generally and those engaging with policy debates about doctoral research. April 2010: 234x156: 160pp Hb: 978-0-415-49021-4: $150.00 Pb: 978-0-415-49022-1: $42.95 www.routledge.com/9780415490221 £75.00
2ND EDITION
£22.99
Teachers Investigate Their Work An Introduction to Action Research across the Professions Herbert Altrichter, University of Linz, Austria, Allan Feldman, University of Massachusetts, USA, Peter Posch, Universität Klagenfurt, Austria and Bridget Somekh, Manchester Metropolitan University, UK 2007: 234x156: 320pp Hb: 978-0-415-37795-9: $170.00 Pb: 978-0-415-37794-2: $47.95 eBook: 978-0-203-97897-9 • To request your complimentary copy visit: www.routledge.com/9780415377942 £85.00
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SUPERVISING RESEARCH
ACADEMIC WRITING
Changing Practices of Doctoral Education
FORTHCOMING
Publishing Pedagogies for the Doctorate and Beyond
Edited by David Boud and Alison Lee, both at University of Technology, Sydney, Australia This fascinating book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. Questions are posed about the purposes of doctoral study and how it is changing. 2008: 234x156: 272pp Hb: 978-0-415-44269-5: $150.00 Pb: 978-0-415-44270-1: $45.95 eBook: 978-0-203-87048-8 www.routledge.com/9780415442701 £80.00
£23.99
Thesis and Dissertation Writing in a Second Language A Handbook for Supervisors Brian Paltridge, University of Sydney, Australia and Sue Starfield, University of New South Wales, Australia 2007: 234x156: 200pp Hb: 978-0-415-37170-4: $170.00 Pb: 978-0-415-37173-5: $41.95 eBook: 978-0-203-96081-3 www.routledge.com/9780415371735 £85.00
Edited by Claire Aitchison, Barbara Kamler and Alison Lee Doctoral programs across the world are increasingly tying assessments of research quality and productivity to the outcomes of doctoral research. Doctoral students are being encouraged to publish not only after completion of their doctorates, but during, and increasingly as part of, doctoral programs. With contributions from global leading experts, this vital new book: • explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community. • takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’. • documents explicit experiences and practical strategies that inform students, their supervisors, program coordinators and managers, academic developers and learning advisors of effective pedagogical practices for the support of writing-for-publication during doctoral candidature.
£21.99
Helping Doctoral Students Write Pedagogies for Supervision Barbara Kamler and Pat Thomson 2006: 234x156: 192pp Hb: 978-0-415-34683-2: $170.00 Pb: 978-0-415-34684-9: $45.95 www.routledge.com/9780415346849
Publishing Pedagogies for the Doctorate and Beyond is a vital text for both supervisors and their doctoral students. It will guide them through these mounting pressures, and provide ways to increase research publication outputs in a consistent and systematic way. January 2010: 234x156: 224pp Hb: 978-0-415-48018-5: $160.00 Pb: 978-0-415-48019-2: $42.95 www.routledge.com/9780415480192 £80.00
£22.99
£85.00
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25
Becoming a Writing Researcher Ann M. Blakeslee and Cathy Fleischer 2007: 248pp Hb: 978-0-8058-3996-8: $75.00 Pb: 978-0-8058-3997-5: $34.95 eBook: 978-0-203-93710-5 • To request your complimentary copy visit: www.routledge.com/9780805839975 £46.99
£21.99
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26
ACADEMIC WRITING
Academic Writing and Publishing
FORTHCOMING
A Practical Handbook
The Routledge Doctoral Student’s Companion
James Hartley, University of Keele, UK Academic Writing and Publishing will show academics (mainly in the social sciences) how to write and publish research articles. Its aim is to supply examples and brief discussions of recent work in all aspects of the area in short, sharp chapters. It should serve as a handbook for postgraduates and lecturers new to publishing. The book is written in a readable and lively personal style. The advice given is direct and based on up-to-date research that goes beyond that given in current textbooks. For example, the chapter on titles lists different kinds of titles and their purposes not discussed in other texts. The chapter on abstracts instructs the reader on writing structured abstracts from the start. 2008: 234x156: 208pp Hb: 978-0-415-45321-9: $150.00 Pb: 978-0-415-45322-6: $37.95 eBook: 978-0-203-92798-4 www.routledge.com/9780415453226 £80.00
£19.99
Guide to Publishing a Scientific Paper Ann M. Körner, Professional editor and writer, USA This book provides researchers in every field of the biological, physical and medical sciences with all the information necessary to prepare, submit for publication, and revise a scientific paper. 2008: 216x138: 120pp Hb: 978-0-415-45265-6: $120.00 Pb: 978-0-415-45266-3: $19.95 eBook: 978-0-203-93875-1 www.routledge.com/9780415452663 £70.00
£10.99
Getting to Grips with Research in Education and the Social Sciences Edited by Pat Thomson and Melanie Walker, both at University of Nottingham, UK Series: Companions for PhD and DPhil Research There are a burgeoning number of books available to support doctoral research – doing it guides and advice books, methods books, philosophy, ethics, analysis, getting published. However, this extensive literature is difficult for doctoral students to navigate and thus will not necessarily take them forward in their projects. Uniquely, this book is a companion to the many catalogues of texts now available for doctoral purchase. Becoming a researcher involves engaging with a range of ideas and issues mediated through a particular research project. Doing a quality doctorate in contemporary times requires more than the technical skills required of a research process; it involves coming to see oneself as a researcher and to take on a confident researcher identity. This book works by exploring how identity/knowledge formation happens together. It addresses a set of interlocking and overlapping big questions that ’sit’ behind the plethora of doctoral advice texts and run through the practice of knowledge/identity work. With contributions from many of the key names involved in the international education arena, this book will enable students to navigate their way through the vast library of doctoral and research books by bringing together questions and solutions which are generally scattered through a plethora of texts and will help all full and part-time students undertaking doctorates in education and other cognate disciplines become efficient researchers. March 2010: 246x174: 384pp Hb: 978-0-415-48411-4: $170.00 Pb: 978-0-415-48412-1: $47.95 www.routledge.com/9780415484121
Critical Thinking An Exploration of Theory and Practice Jennifer Moon, University of Bournemouth, UK 2007: 234x156: 248pp Hb: 978-0-415-41178-3: $155.00 Pb: 978-0-415-41179-0: $48.95 www.routledge.com/9780415411790 £80.00
£24.99
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ACADEMIC WRITING
STUDY GUIDES FOR STUDENTS
FORTHCOMING
The Routledge Doctoral Supervisor’s Companion Supporting Effective Research in Education and the Social Sciences
27
Doing Your Undergraduate Social Science Dissertation Karen Smith, Malcolm Todd, Sheffield Hallam University, UK and Julia Waldman, University of Southampton, UK
Edited by Pat Thomson and Melanie Walker, both at University of Nottingham, UK
Are you a final year social science student who has to do a dissertation or final year project?
Series: Companions for PhD and DPhil Research
Do you have no idea where to start?
This book accompanies the Routledge Doctoral Student’s Companion. The Routledge Doctoral Supervisor’s Companion places at its centre the interwoven questions of what it means to be a doctoral student in the social sciences, what is involved in becoming and being a researcher and clearly shows how the role of the supervisor is key to the student’s personal development. It further details what research capabilities are key to confidence, quality and success. In each chapter, having provided a framing for the question under discussion, given some history of the debates, and offered a helpful lexicon through which to understand the topics The Doctoral Supervisor’s Companion provides information about helpful resources and methodological and method support. In this way, it acts as a road map to the international literatures and best practice. This, together with the diverse range of writers in the book, will ensure an international readership for the text. This book will be a vital tool both for beginning and established supervisors and has the potential to be a key text for all education and cognate disciplines. It is not focused on methods and methodologies (other texts do that amply well) but addresses the sorts of questions that need to be taken up by developing researchers, debated and argued, as well as providing pragmatic and practical thinking about how to aid students’ research/scholarly careers and identities.
If so, Doing Your Undergraduate Social Science Dissertation is the book for you, covering the whole dissertation journey from project planning to submission. Using a mixture of useful information, exercises, practical strategies, case study material and further reading, it helps you through the process, giving hints and tips on beginning and managing your research project and working with your supervisors. Packed with proven practical advice, it also identifies many other sources of information and resources, making it your most dependable starting point and guide on your dissertation journey. Also included are links to accompanying materials on the Routledge website. The authors have extensive experience in teaching at all levels in the social sciences, supervising social science undergraduates and dissertations. February 2009: 216x138: 192pp Hb: 978-0-415-46748-3: $110.00 Pb: 978-0-415-46749-0: $24.95 eBook: 978-0-203-88126-2 www.routledge.com/9780415467490
The questions and issues raised are fundamental to the doctorate and ones which the academic audience finds itself discussing repeatedly. While there is no one solution to ideal supervision, this wide-ranging text offers proven solutions that will help supervisors develop their own personal style of effective supervision. March 2010: 246x174: 384pp Hb: 978-0-415-48413-8: $170.00 Pb: 978-0-415-48414-5: $51.95 www.routledge.com/9780415484145
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A Academic Writing and Publishing . . . . . . . . . . . . . . . 26 Action Learning in Schools. . . . . . . . . . . . . . . . . . . . . 21 Action Research and Reflective Practice . . . . . . . . . . . 22 Action Research in Teaching and Learning . . . . . . . . . 21 Activity Theory in Practice . . . . . . . . . . . . . . . . . . . . . . 2 Aitchison, Claire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Altrichter, Herbert . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Anderson, Lorin W. . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Anyon, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Arts-Based Research in Education . . . . . . . . . . . . . . . . 6 Atkinson, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Aubusson, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Authentic Dissertation, The . . . . . . . . . . . . . . . . . . . . . 5
B Baek, John Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Barron, Brigid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Barton, Keith C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Basics Series, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Bathmaker, Ann-Marie. . . . . . . . . . . . . . . . . . . . . . . . 11 Becoming a Teacher Researcher in Literacy Teaching and Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Becoming a Teacher through Action Research . . . . . . 20 Becoming a Writing Researcher . . . . . . . . . . . . . . . . . 25 Beginning Research . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Beyond Reflective Practice . . . . . . . . . . . . . . . . . . . . . . 3 Birr Moje, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Black-Hawkins, Kristine . . . . . . . . . . . . . . . . . . . . . . . . 9 Blakeslee, Ann M. . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Boud, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Bradbury, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Brice Heath, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Brown, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Brown, Launcelot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Burns, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
C Cahnmann-Taylor, Melisa . . . . . . . . . . . . . . . . . . . . . . . 6 Camilli, Gregory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Campbell, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . 13, 19 Carmichael, Patrick . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Carr, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Causation in Educational Research . . . . . . . . . . . . . . . . 3 Changing Practices of Doctoral Education . . . . . . . . . 25 Christensen, Pia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Cohen, Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Cole, Kim Marie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Coleman, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Companions for PhD and DPhil Research Series . . 26, 27 Connecting Inquiry and Professional Learning in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Connolly, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
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Construction of Statistics and Numbers, The . . . . . . . 13 Contexts of Learning Series . . . . . . . . . . . . . . . . . . . . 19 Cousin, Glynis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Cultural-Historical Perspectives on Teacher Education and Development . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Cumming, Alister. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
D Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 9 Delamont, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Designing Socially Just Learning Communities . . . . . . 22 Doing Action Research in English Language Teaching 23 Doing Research/Reading Research . . . . . . . . . . . . . . . . 3 Doing Visual Research with Children and Young People7 Doing Your Undergraduate Social Science Dissertation27 Dowling, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Drake, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Dressman, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
E Education Research On Trial. . . . . . . . . . . . . . . . . . . . 16 Educational Research and Policy-Making . . . . . . . . . . 19 Edwards, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 10 Ellis, Viv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Elmore, Patricia B. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Enciso, Patricia E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 EngestrÜm, Yrjo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Ercikan, Kadriye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 E-Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 ESL and Applied Linguistics Professional Series. . . . . . 23 Ethical Approach to Practitioner Research, An . . . . . . 19 Ethnographies Revisited . . . . . . . . . . . . . . . . . . . . . . . 14 Ethnography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Ethnography in Social Science Practice. . . . . . . . . . . . 10 Evaluator’s Cookbook, The. . . . . . . . . . . . . . . . . . . . . . 7 Ewing, Robyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Exploring Educational Research Literacy . . . . . . . . . . . . 9 Exploring Learning, Identity and Power through Life History and Narrative Research . . . . . . . . . . . . . 11
F Fahey, Johannah . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Feldman, Allan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Field, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Fieldwork in Educational Settings. . . . . . . . . . . . . . . . 10 Fleischer, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Foreman-Peck, Lorraine . . . . . . . . . . . . . . . . . . . . . . . 12 Foundations and Futures of Education Series . . . . . . . 11 Four Arrows. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Fox, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Frost, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
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G Gallacher, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Gallagher, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Gallagher, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Gardner, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Gast, David L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Generalizing from Educational Research . . . . . . . . . . 17 Globalizing the Research Imagination . . . . . . . . . . . . 17 Goldman, Ricki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Green, Judith L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Grossman, David L. . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Groundwater-Smith, Susan . . . . . . . . . . . . . . . . . 13, 19 Guide to Publishing a Scientific Paper . . . . . . . . . . . . 26
H Hadfield, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Hammer, Svein. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Hammersley, Martyn . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Hancock, Gregory R. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Handbook of Complementary Methods in Education Research . . . . . . . . . . . . . . . . . . . . . . . . . 10 Handbook of Design Research Methods in Education . 7 Harnett, Penelope . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Hartley, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Haw, Kaye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Heath, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Helping Doctoral Students Write . . . . . . . . . . . . . . . . 25 Henning, John E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Herman, Johanna . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Hermeneutics, History and Memory . . . . . . . . . . . . . . 11 Hoban, Garry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Horsley, Katrice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Howard-Jones, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Howell Major, Claire . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Hui, Ming-Fai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
I Improving Teacher Education through Action Research23 Ingram, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Inquiry and Pedagogy Across Diverse Contexts Series . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 18 Inquiry, Data, and Understanding. . . . . . . . . . . . . . . . 19 Introducing Neuroeducational Research . . . . . . . . . . . . 4 Introduction to Qualitative Research Synthesis, An. . . . 2
J Jackson, Alecia Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 James, Allison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Jankowski, Nicholas W. . . . . . . . . . . . . . . . . . . . . . . . . 3 Jones, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
K Kaczynski, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
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Kalmbach Phillips, Donna. . . . . . . . . . . . . . . . . . . . . . 20 Kamler, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Kelly, Anthony E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Kelly, James L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Kenway, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Kilminster, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 King, John C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Kleinknecht, Steven W. . . . . . . . . . . . . . . . . . . . . . . . 14 Knowledge Production . . . . . . . . . . . . . . . . . . . . . . . 19 Kรถrner, Ann M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Kouritzin, Sandra G. . . . . . . . . . . . . . . . . . . . . . . . . . 18 Kramer, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
L Language, Learning and Context . . . . . . . . . . . . . . . . 11 Lareau, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lee, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Leki, Ilona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesh, Richard A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Levstik, Linda S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Lewis, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Literary for Social Justice Teacher Research Group . . . 22 Lowe, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Ludvigsen, Sten R. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Luttrell, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
M Macfarlane, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Manion, Lawrence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Martin-Ortega, Olga . . . . . . . . . . . . . . . . . . . . . . . . . 16 Mazzei, Lisa A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 McCabe, Angus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Mccormick, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . 12 McDougall, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Mcintosh, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Mcintyre, Donald . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 McLaughlin, Colleen . . . . . . . . . . . . . . . . . . . . . . . . . . 9 McMullen, Cathi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Mcniff, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Mertova, Patricie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Mertus, Julie A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Methodological Dilemma, The . . . . . . . . . . . . . . . . . . 17 Models in Statistical Social Research . . . . . . . . . . . . . 12 Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Mork Lomell, Heidi . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Morrison, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 3 Mosley, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Mueller, Ralph O. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Multi-Sited Ethnography . . . . . . . . . . . . . . . . . . . . . . 12 Murnane, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
N Networking Practitioner Research . . . . . . . . . . . . . . . . 9 Norman, Renee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Norton, Lin S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
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INDEX
O O’Donoghue, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 On Ethnography . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
P Paltridge, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Pappas, Christine C.. . . . . . . . . . . . . . . . . . . . . . . . . . 21 Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Piper, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Piquemal, Nathalie A.C. . . . . . . . . . . . . . . . . . . . . . . 18 Planning Your Qualitative Research Project . . . . . . . . 10 Posch, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Potts, Anthony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Practitioner Research at Doctoral Level. . . . . . . . . . . . 24 Procter, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Publishing Pedagogies for the Doctorate and Beyond 25 Puddephatt, Antony . . . . . . . . . . . . . . . . . . . . . . . . . 14
Q Qualitative Educational Research . . . . . . . . . . . . . . . . . 4 Qualitative Research . . . . . . . . . . . . . . . . . . . . . . . . . 18 Qualitative Research in International Settings. . . . . . . . 5 Quantitative Data Analysis in Education . . . . . . . . . . . . 9
R Radical Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Ranis, Sheri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Raymond-Tucker, Eli . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Reframing Sociocultural Research on Literacy. . . . . . . 20 Research Methods in Education . . . . . . . . . . . . . . . . . . 1 Research Methods: The Basics . . . . . . . . . . . . . . . . . . . 1 Research Process in Classroom Discourse Analysis, The20 Research With Children . . . . . . . . . . . . . . . . . . . . . . . . 6 Researching and Understanding Educational Networks12 Researching Creative Learning . . . . . . . . . . . . . . . . . . . 1 Researching Education from the Inside . . . . . . . . . . . 18 Researching History Education . . . . . . . . . . . . . . . . . . 17 Researching IT in Education . . . . . . . . . . . . . . . . . . . . 15 Researching Learning in Higher Education . . . . . . . . . . 7 Researching Sex and Lies in the Classroom . . . . . . . . 14 Researching Transitions in Lifelong Learning. . . . . . . . 15 Researching Violence, Democracy and the Rights of People . . . . . . . . . . . . . . . . . . . . . . . . 16 Researching with Integrity . . . . . . . . . . . . . . . . . . . . . 18 Reviewer’s Guide to Quantitative Methods in the Social Sciences, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Reynolds, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Rodrigues, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Rohwer, Goetz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Roth, Wolff Michael. . . . . . . . . . . . . . . . . . . . . . . 11, 17 Routledge Advances in Research Methods Series . . 3, 12 Routledge Doctoral Student’s Companion, The . . . . . 26
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S Saetnan, Ann R.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Saunders, Lesley . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Savin-Baden, Maggi . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Schostak, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 16 Schostak, John F. . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 16 Schwandt, Thomas A. . . . . . . . . . . . . . . . . . . . . . . . . 19 Scott-Jones, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Sefton-Green, Julian . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Shaffir, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Shank, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Siegesmund, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Sikes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 18 Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Single-Subject Research Methodology in Behavioral Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Smagorinsky, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Smith, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Somekh, Bridget . . . . . . . . . . . . . . . . . . . . . . . . . 19, 24 Sriram, Chandra Lekha . . . . . . . . . . . . . . . . . . . . . . . 16 Starfield, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Statistical Modelling for Social Researchers . . . . . . . . . 8 Stephens, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Stone, Jody M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Street, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Surviving Field Research . . . . . . . . . . . . . . . . . . . . . . . 16 Synthesis of Research on Second Language Writing in English, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
T Tarling, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Teachers Investigate Their Work . . . . . . . . . . . . . . . . . 24 Teaching, Learning and Research in Higher Education . 6 Tennant, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Theory and Educational Research. . . . . . . . . . . . . . . . 19 Thesis and Dissertation Writing in a Second Language25 Thomson, Pat . . . . . . . . . . . . . . . . . . . . 1, 7, 25, 26, 27 Todd, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Townsend, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Trent Jacobs, Don . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
U Using Using Using Using Using
Action Research to Improve Instruction . . . . . . 24 Analytical Frameworks for Classroom Research 13 Educational Research to Inform Practice . . . . . . 12 Narrative Inquiry as a Research Method . . . . . . . 9 Social Theory in Educational Research . . . . . . . 19
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INDEX
V Video in Social Science Research . . . . . . . . . . . . . . . . . 2 Video Research in the Learning Sciences . . . . . . . . . . 10 Visible Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Voice in Qualitative Inquiry . . . . . . . . . . . . . . . . . . . . . 8 von Hellermann, Pauline . . . . . . . . . . . . . . . . . . . . . . 12 Vygotsky and Research . . . . . . . . . . . . . . . . . . . . . . . . 9
W Waldman, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Walker, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27 Walliman, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Walters, Pamela B. . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Watt, Sal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Webster, Leonard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Whitehead, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Winch, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Y You and Your Action Research Project . . . . . . . . . . . . 23
Z Zuengler, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Zukas, Miriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
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