The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry, edited by Clifton F. Conrad and Ronald C. Serlin, invites and stimulates students, faculty, and policymakers to become more self-reflective in their inquiry. Placing the pursuit of ideas at the epicenter of research, distinguished K–12 and higher education scholars advance myriad ideas for enhancing educational inquiry, relying extensively on narratives, vignettes, and examples of key episodes in inquiry. These exemplars illuminate past, present, and emerging approaches across fields and domains of inquiry to research in education.
This text provides a solid introduction to the foundations of research methods, with the goal of enabling students and professionals in the various fields of education to not simply become casual consumers of research who passively read bits and pieces of research articles, but discerning consumers able to effectively use published research for practical purposes in educational settings. All issues important for understanding and using published research for these purposes are covered. Key principles are illustrated with research studies published in refereed journals across a wide spectrum of education. Exercises distributed throughout the text encourage readers to engage interactively with what they are reading at the point when the information is fresh in their minds. This text is designed for higher level undergraduate and graduate programs. Course instructors will find that it provides a solid framework in which to promote student interaction and discussion on important issues in research methodology.
Research Methods for Education, Second Edition takes the student by the hand and guides them through the complex subject of research methods in an engaging, witty and clear way. The book covers the philosophical approaches and epistemology, as well as the practical aspects of research, such as designing questionnaires and presenting conclusions. Each chapter is split into 'Context' and 'Practice' and both sections are packed with exercises, examples and comparative international material from other educational contexts, Peter Newby's book is the student-friendly text which demystifies the research process with clarity and verve. Key features: -written in a clear and friendly manner to help students feel more confident dealing with the complexities of research and particularly useful for those new to research or less confident with numbers -a mixed methods approach, which doesn't simply prioritise quantitative or qualitative methods, allowing for greatest possible coverage contains guidance on analytic procedures that require more advanced tools such as SPSS and Minitab -many excellent international examples and case studies specifically from education, which breaks away from a parochial focus on UK education system.
This book discusses how teaching and research have been weighted differently in academia in 18 countries and one region, Hong Kong SAR, based on an international comparative study entitled the Changing Academic Profession (CAP). It addresses these issues using empirical evidence, the CAP data. Specifically, the focus is on how teaching and research are defined in each higher education system, how teaching and research are preferred and conducted by academics, and how academics are rewarded by their institution. Since the establishment of Berlin University in 1810, there has been controversy on teaching and research as the primary functions of universities and academics. The controversy increased when Johns Hopkins University was established in 1876 with only graduate programs, and more recently with the release of the Carnegie Foundation report Scholarship Reconsidered by Ernest L. Boyer in 1990. Since the publication of Scholarship Reconsidered in 1990, higher education scholars and policymakers began to pay attention to the details of teaching and research activities, a kind of ‘black box’ because only individual academics know how they conduct teaching and research in their own contexts.
A crucial issue in the era of globalisation and internationalization, is whether the relationship between investment and finance is beneficial to growth and development. Received wisdom is that Research and Development is essential not only for maintaining productivity, but also for competing in the marketplace. Similar questions have been raised about education and its rate of 'social return; is education necessary for improving the skill of the workforce, or does it serve primarily to facilitate the adoption of these new technologies? This book brings together a case of leading international scholars to analyze the importance of education, research and human capital and the impact of financial systems on growth and development.
Research into higher education has blossomed internationally during the last few decades, as participation in higher education has expanded and concern over delivering it effectively has increased. Higher Education Research offers an overview of what we have learnt through researching different aspects of higher education. Leading academic in the field Malcolm Tight codifies and classifies all research on higher education, offering an accessible but comprehensive guide to the field and its scope. Topics covered include: Teaching and learning Course and design Student experience Quality System policy Institutional management Academic work Knowledge and research Tight discusses the work of key researchers, and explores the varied use of methodologies, theoretical frameworks and research designs. He also identifies topics and areas where further research is needed.
This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.
This title provides a guide to mixing or combining methods in educational and social research and covers complex interventions, Bayesian approaches, new political arithmetic, triangulation, life histories and design studies.
This book discusses aspects of the theory and practice of qualitative research in the specific context of language and literacy education. It addresses epistemological perspectives, methodological problems, and practical considerations related to research involvements in areas of language education and literacy studies rather than generic issues of other fields of social sciences. The volume starts with Theoretical Considerations in the first part and raises some epistemological and theoretical concerns that are rarely debated in the specific context of research on language and literacy teaching. The second part, Methodological Approaches explores issues of the design and implementation of language and literacy education research within the framework of some of the major established qualitative research traditions. Finally, the part on Research in Action discusses practical aspects of a few actual instances of qualitative research on language and literacy education in different contexts.