The SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry
Editat de Clifton F Conrad, Ronald C. Serlinen Limba Engleză Hardback – aug 2011
New to the Second Edition:
-The Handbook has been re-conceptualized into three parts: Part One.Exploring Ideas: Embracing Inquiry and the Craft of Framing Meaningful Problems; Part Two, Pursuing and Sharing Ideas: The Design and Conduct of Inquiry and the Communication of Results; and Part Three, Engaging Ideas: Reflections of Scholars.
-Section II has been completely revised to include new chapters focused on formulating meaningful problems.
-Eleven new chapters have been added on the following topics: developing and framing meaningful problems; reviewing literature and formulating problems; research design in qualitative/quantitative/mixed methods; integrating education inquiry across research traditions; writing, voicing, and disseminating research; using historical methods; appropriate scaffolds for new researchers; conducting research on leadership and change in education; and the arc of research.
-Chapters by the following scholars have been added: Laura Dunek, Marybeth Gasman, Michael R. Harwell, Erica Rosenfield Halverson, Richard Halverson, Elfrieda H. Hiebert, Carolyn Kelly, Karen Seashore Louis, Ronald C. Serlin, and William G. Tierney.
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Specificații
ISBN-13: 9781412980005
ISBN-10: 1412980003
Pagini: 528
Dimensiuni: 178 x 254 x 29 mm
Greutate: 0.57 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
ISBN-10: 1412980003
Pagini: 528
Dimensiuni: 178 x 254 x 29 mm
Greutate: 0.57 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
Recenzii
“Such a Handbook is extremely needed and should become an important resource. I have taught statistics and research methods courses for doctoral students in a College of Education for about 20 years and have never found a book that includes the elements proposed for this Handbook. Most research methods texts that I have reviewed do not help a student (or researcher) learn how to think about inquiry from a perspective of ‘developing meaningful knowledge and understanding.’ [This Handbook does.] I look forward to making use of it with my own students.”
“The book takes an interesting, refreshing, and even provocative approach to Educational Research. I think that faculty who want to teach their students not just how to do research, but also how to think about research, will be delighted with this work."
“The Handbook does an excellent job of discussing the integration of intellectual reasoning and scientific methodology to create a more comprehensive scholarly product. The Handbook also expounds on additional essential topics in generating research outcomes that will produce meaningful results contributing to the various paradigms. There is a definite need for this type of Handbook in education. More specifically, it is needed to develop an appreciation in education for this type of inquiry and to support the academics who strive to grow this understanding of research in graduate students and colleagues.”
”The book promises to be more advanced than the typical survey text, and it looks to me like it will be more advanced without being more technical. What we need, I believe, are volumes that raise the intellectual level of discussion about research in education. We too often jump from the elementary to the arcane. This volume could help fill that gap.”
“The book takes an interesting, refreshing, and even provocative approach to Educational Research. I think that faculty who want to teach their students not just how to do research, but also how to think about research, will be delighted with this work."
“The Handbook does an excellent job of discussing the integration of intellectual reasoning and scientific methodology to create a more comprehensive scholarly product. The Handbook also expounds on additional essential topics in generating research outcomes that will produce meaningful results contributing to the various paradigms. There is a definite need for this type of Handbook in education. More specifically, it is needed to develop an appreciation in education for this type of inquiry and to support the academics who strive to grow this understanding of research in graduate students and colleagues.”
”The book promises to be more advanced than the typical survey text, and it looks to me like it will be more advanced without being more technical. What we need, I believe, are volumes that raise the intellectual level of discussion about research in education. We too often jump from the elementary to the arcane. This volume could help fill that gap.”
Cuprins
Preface
Acknowledgements
Introduction
Part One. Exploring Ideas: Embracing Inquiry and the Craft of Framing Meaningful Problems
Section I: Exploring the Multiple Purposes of Inquiry and Key Stakeholders - D.C. Phillips
Chapter 1: Muddying the Waters Even More: The Many Faces of Empirical Educational Inquiry - D.C. Phillips
Chapter 2. Speaking Truth to Policy and Practice - Robert E. Floden
Chapter 3. Minding the Gap Between Research and Policy Making - David N. Plank
Section II: Formulating Meaningful Problems - Daniel K. Lapsley
Chapter 4. Developing and Framing Meaningful Problems - Daniel K. Lapsley
Chapter 5. Inquiry Through a Keyhole: Retroduction - Ronald C. Serlin
Chapter 6. Reviewing Literature and Formulating Problems - Carolyn Kelley
Chapter 7. The Challenge of Framing a Problem: What is Your Burning Question? - Susan Harter
Chapter 8. Developing and Nurturing Interesting and Researchable Ideas - Kathryn R. Wentzel
Chapter 9. Situating Ourselves and Our Inquiry: A First-Person Account - James Youniss
Part Two. Pursuing and Sharing Ideas: The Design and Conduct of Inquiry and the Communication of Results
Section III: Opportunities and Challenges in Designing and Conducting Inquiry - Ronald C. Serlin
Chapter 10. Research Design in Qualitative/Quantitative/Mixed Methods - Michael R. Harwell
Chapter 11. Intellect, Light, and Shadow in Research Design - John P. Bean
Chapter 12. Comparative Education: An Approach to Educational Inquiry - David Phillips
Chapter 13. Conceptualizing and Conducting Meaningful Research Studies in Education - Ronald H. Heck
Chapter 14. Constructing Data - Kadriye Ercikan and Wolff-Michael Roth
Chapter 15. Constructing Analyses: The Development of Thoughtfulness in Working With Quantitative Methods - Michael Seltzer and Mike Rose
Chapter 16. Approaching Rigor in Applied Qualitative Research - J. Douglas Toma
Chapter 17. Constructing Conclusions - King D Beach, III, Betsy Jane Becker, and Mary M. Kennedy
Chapter 18. Windows of Possibility: Perspectives on the Construction of Educational Researchers - Anna Neumann and Aaron M. Pallas
Chapter 19. Education as Design for Learning: A Model for Integrating Education Inquiry Across Research Traditions - Richard Halverson and Erica Rosenfeld Halverson
Section IV: Writing, Voicing, and Disseminating Research - Elizabeth Graue
Chapter 20. Cultivating Idea-Centric Writing in Our Teaching of Writing - Laura A. Dunek and Clifton F. Conrad
Chapter 21. Writing in Education Research - Elizabeth Graue
Chapter 22: Experimenting With Voice and Reflexivity to Produce Multi-Voiced Texts - Elizabeth G. Creamer
Chapter 23. Getting the Word Out: Challenges and Opportunities in Explaining Educational Research to the World - Gerald W. Bracey
Part Three. Engaging Ideas: Reflections of Scholars
Section V: Reflections on Critical Incidents in Exemplary Inquiry - Elfrieda H. Hiebert
Chapter 24. Using Historical Methods to Explore Educational Questions - Marybeth Gasman
Chapter 25. Texts for Beginning Readers: The Search for Optimal Scaffolds - Elfrieda H. Hiebert
Chapter 26. Conducting Research on Leadership and Change in Education - Karen Seashore Louis
Chapter 27. College Access and Educational Research: Persistent Problems and New Perspectives - Ryan Evely Gildersleeve and Patricia M. McDonough
Chapter 28. The Arc of Research - William G. Tierney
Index
About the Editors
About the Section Editors
About the Contributors
Acknowledgements
Introduction
Part One. Exploring Ideas: Embracing Inquiry and the Craft of Framing Meaningful Problems
Section I: Exploring the Multiple Purposes of Inquiry and Key Stakeholders - D.C. Phillips
Chapter 1: Muddying the Waters Even More: The Many Faces of Empirical Educational Inquiry - D.C. Phillips
Chapter 2. Speaking Truth to Policy and Practice - Robert E. Floden
Chapter 3. Minding the Gap Between Research and Policy Making - David N. Plank
Section II: Formulating Meaningful Problems - Daniel K. Lapsley
Chapter 4. Developing and Framing Meaningful Problems - Daniel K. Lapsley
Chapter 5. Inquiry Through a Keyhole: Retroduction - Ronald C. Serlin
Chapter 6. Reviewing Literature and Formulating Problems - Carolyn Kelley
Chapter 7. The Challenge of Framing a Problem: What is Your Burning Question? - Susan Harter
Chapter 8. Developing and Nurturing Interesting and Researchable Ideas - Kathryn R. Wentzel
Chapter 9. Situating Ourselves and Our Inquiry: A First-Person Account - James Youniss
Part Two. Pursuing and Sharing Ideas: The Design and Conduct of Inquiry and the Communication of Results
Section III: Opportunities and Challenges in Designing and Conducting Inquiry - Ronald C. Serlin
Chapter 10. Research Design in Qualitative/Quantitative/Mixed Methods - Michael R. Harwell
Chapter 11. Intellect, Light, and Shadow in Research Design - John P. Bean
Chapter 12. Comparative Education: An Approach to Educational Inquiry - David Phillips
Chapter 13. Conceptualizing and Conducting Meaningful Research Studies in Education - Ronald H. Heck
Chapter 14. Constructing Data - Kadriye Ercikan and Wolff-Michael Roth
Chapter 15. Constructing Analyses: The Development of Thoughtfulness in Working With Quantitative Methods - Michael Seltzer and Mike Rose
Chapter 16. Approaching Rigor in Applied Qualitative Research - J. Douglas Toma
Chapter 17. Constructing Conclusions - King D Beach, III, Betsy Jane Becker, and Mary M. Kennedy
Chapter 18. Windows of Possibility: Perspectives on the Construction of Educational Researchers - Anna Neumann and Aaron M. Pallas
Chapter 19. Education as Design for Learning: A Model for Integrating Education Inquiry Across Research Traditions - Richard Halverson and Erica Rosenfeld Halverson
Section IV: Writing, Voicing, and Disseminating Research - Elizabeth Graue
Chapter 20. Cultivating Idea-Centric Writing in Our Teaching of Writing - Laura A. Dunek and Clifton F. Conrad
Chapter 21. Writing in Education Research - Elizabeth Graue
Chapter 22: Experimenting With Voice and Reflexivity to Produce Multi-Voiced Texts - Elizabeth G. Creamer
Chapter 23. Getting the Word Out: Challenges and Opportunities in Explaining Educational Research to the World - Gerald W. Bracey
Part Three. Engaging Ideas: Reflections of Scholars
Section V: Reflections on Critical Incidents in Exemplary Inquiry - Elfrieda H. Hiebert
Chapter 24. Using Historical Methods to Explore Educational Questions - Marybeth Gasman
Chapter 25. Texts for Beginning Readers: The Search for Optimal Scaffolds - Elfrieda H. Hiebert
Chapter 26. Conducting Research on Leadership and Change in Education - Karen Seashore Louis
Chapter 27. College Access and Educational Research: Persistent Problems and New Perspectives - Ryan Evely Gildersleeve and Patricia M. McDonough
Chapter 28. The Arc of Research - William G. Tierney
Index
About the Editors
About the Section Editors
About the Contributors
Descriere
The SAGE Handbook for Research in Education, Second Edition draws on diverse perspectives - traditional, contemporary and emerging - that promote the engagement of meaningful ideas and problems, as well as the enrichment of inquiry in the field of education.