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Doing Educational Research

A Handbook (Second Edition)

Series:

Edited by Kenneth Tobin and Shirley R. Steinberg

In the second edition of Doing Educational Research, we explore a variety of critical issues and methodologies. Authors include some of the most influential voices selected from across the spectrum of career disciplines. The scholars provide detailed insights into dimensions of the research process that engage both students and experienced researchers with key concepts and recent innovations in the art of doing research.
The contributors adopt a stance that is practical as it introduces beginning scholars to social inquiry, and innovative as it transforms the boundaries of conversations about educational research. Doing Educational Research appears at a critical moment in which educational researchers are pushed to align with a pervasive scientism that embraces tenets of crypto-positivism.
The book addresses logics of inquiry, underpinning cutting-edge approaches to educational research that extend far beyond limited visions that are presented through the lenses of positivism. The chapters explore a variety of methodologies including action research, bricolage, ethnography, hermeneutics, historiography, media-based research, psychoanalysis, and conversation analysis, in a matrix of social theory, authentic inquiry, critical pedagogy, and differences in epistemology, ontology, and axiology. A diverse array of complex topics are presented in accessible forms and will compel both scholars and students.

Educational Research by Association

AARE presidential addresses and the field of educational research

Trevor Gale and Bob Lingard

Educational Research by Association is an archive of an archive. It is a collection of eleven Presidential Addresses delivered over the last 40 years to the annual conference of the Australian Association for Research in Education (AARE) and published annually in AARE’s academic journal, the Australian Educational Researcher (AER). However, it is more than an archive in that the selection and the opening essay seek to plot, evaluate and contribute to definitions of education research and its functions and purposes in a changing world, and to consider its impact, broadly defined, in both actual and desirable or normative terms. In pursuing this agenda, the book highlights a number of key issues that have become important in educational research over time, particularly in Australia but also around the globe. These include defining education research as a field, including AARE’s location within that field and the positioning of the presidents’ Addresses therein. They also include questions about the purposes of education research, which implies as well the issue of the readership for such research. The selection also touches on matters of dissemination, publication and diffusion and impact more broadly, raising matters of publication and the various and competing outlets for publication of education research, nationally and increasingly on an international scale. Issues of quality, including associated politics, also come into play, as do questions of the relationship of education research to education policy and practice. These latter questions have become more significant in state policies framed by a new public management that call for evidence-based policy. The opening essay by Bob Lingard and Trevor Gale, two former AARE Presidents, traverses these matters generally and in respect of this archive of Presidential Addresses, helping to define educational research in an increasingly globalised world.

Climbing the Ladder with Gabriel

Poetic Inquiry of a Methamphetamine Addict in Recovery

Pauline Sameshima, Roxanne Vandermause and Stephen Chalmers

"Climbing the Ladder with Gabriel demonstrates the power of photography and poetry to render the experience of methamphetamine addiction and recovery through the art of an interdisciplinary research methodology. Instructors, students, recovering addicts, and prevention/recovery advocates will find this a valuable resource. There are many ways to “know the world”. The authors of this remarkable text have adopted an eclectic mix of methodologies from the arts and sciences to portray the experience of methamphetamine addiction. While it may never be possible to fully “know” another’s experience, this book provides readers with one of the most intimate portraits of a methamphetamine addict ever assembled. The reader will be touched by the juxtaposition of everyday joy and the hopelessness and regret so poignantly portrayed by these authors. The book is also hopeful, documenting that, even in the throes of terrible addiction, unique humanness survives and recovery is always possible. "
John M. Roll, Professor and Associate Dean, College of Nursing. Director, Program of Excellence in the Addictions, Washington State University.
"The authors of this remarkable work have opened the door for new ways of compiling and revealing what it means to be a human being caught in the dangerously perplexing problem of drug addiction and its fallout in a wide circle of social problems. By summoning up both a rigorous philosophy and procedural logic as a baseline and an artfulness that gives the bare bones of hard data a very human face, a heartbeat, and a voice that everyone can hear, they make a compelling case for such work in arts-based research and for pluralism in social science research design and methods. This is art caught in a handshake with science that matters. "
Ivan Brady, Distinguished Teaching Professor Emeritus, Anthropology, State University of New York, Oswego.
"What a fantastic idea! What a great accomplishment!"
Laurel Richardson, Professor Emeritus of Sociology and international leader in qualitative research, The Ohio State University.
"This poetic inquiry performs a vibrant testimony to the possibilities of personal and political transformation that can emerge in research that is heartful and artful. When we collaborate creatively and lovingly, we can find the ways of bountiful hope for living together with health. "
Carl Leggo, Professor and Poet, Language and Literacy, University of British Columbia, Canada.

The Collaborative Turn

Working Together in Qualitative Research

Edited by Walter S. Gershon

"Pulling back the curtain on the collaborative process, Walter Gershon’s stunning new collection highlights the complex, multi-dimensional nature of qualitative research today. The Collaborative Turn: Working Together in Qualitative Research powerfully deepens and richens ongoing discussions around collaborative inquiry so central today. Drawing together a wide range of senior and emergent scholars, as well as a span of traditional and experimental approaches, this cutting-edge text is ideal for both new and seasoned scholars alike. -- Greg Dimitriadis, Professor, University at Buffalo, SUNY Gershon's edited volume on emerging collaborative methodological practices is a welcome resource for qualitative researchers who want to make their research more transparent, improvisational, and reflexive. It juxtaposes the latest reflections of innovators like Lather, Smithies, and Clandinin with new forms of collaboration in the arts and PAR. This interdisciplinary approach provides much food for thought that will surely inspire even bolder methodological experimentation. -- Douglas Foley, Professor of Cultural Studies in Education and of Anthropology, The University of Texas-Austin This book presents invaluable (and rarely seen) reflections on collaboration, which is a central practice for qualitative researchers, across disciplines. The authors examine their relationships and experiences with other researchers and with participants, resulting in an engaging text that explores the methodological and ethical implications of generating meaning in collaborative interactions. The end result is a ‘must-read’ text that educates and enlightens about the joys and challenges of collaborative research. -- Lisa M. Given, Director, International Institute for Qualitative Methodology, University of Alberta It is evident that qualitative research must be a social activity. But like so much in social life, it is taken for granted in the everyday practice of this methodology. This book lays bare the collaboration that is often unspoken on our work. Authors in Walter Gershon’s The Collaborative Turn push at current methodological boundaries enabling us to see the social practice of qualitative research in novel, creative, and artistic ways. -- George W. Noblit, Joseph R. Neikirk Distinguished Professor of Sociology of Education, UNC-Chapel Hill"

Education Science

Critical Perspectives

Series:

Edited by Ralf St. Clair

Educational research is not what it was fifteen years ago. In this discipline the changes have been dramatic, far-reaching and rapid. Out of the criticisms of the 1990s and the calls for greater accountability of the early 2000s one idea has come to the fore—education science. There are two main components to education science. The first is the principle that research in education must model itself more closely on disciplines seen as highly credible and successful, mainly the natural sciences and medicine. The second part is that educators must build their practice upon the insights developed through this scientific research process. Overall, education science has the potential to change how we think about education, how we build knowledge about it, and how we know when it is successful.
This volume brings together some of the most active proponents of education science and some of the most committed critics. Within it the idea of education science is explored in depth, randomized controlled trials (considered the “gold standard” of education science) are discussed in detail, and the philosophical difficulties of knowledge in education are explored. Established thinkers are brought alongside newly emerging analysts, and detailed accounts of the institutions driving education science are included. Each contribution is thoughtful and balanced, engaging with the issues of the field and how they might be addressed. As a body of work, this collection of essays provides a well-rounded, critical discussion of the potential—and the problems—of the education science movement.

Evidence-Based Teaching

Strategies that Promote Learning

Robyn M. Gillies

Public school systems are now under increasing pressure to close achievement gaps between the able and less-able students, minority and non-minority students, and disadvantaged students and their non-disadvantaged peers. Moreover, there is now an expectation that schools and teachers will use those programs and practices that have been demonstrated to be are efficacious through rigorous scientific research.
Evidence-based teaching: Strategies that promote learning is designed to provide teachers with an overview of the types of evidence that can be used to enhance their teaching practices. It does this by documenting those practices that have been used effectively in classrooms to facilitate how teachers teach and how students learn. This text is designed to make teachers aware of how to critically evaluate different types of evidence that can be used to inform their teaching practice. It achieves this by making explicit the link between theory, research and practice.

In the Spirit of Ubuntu

Stories of Teaching and Research

Series:

Edited by Diane Caracciolo and Anne M. Mungai

This is an excellent and timely bookIn the Spirit of Ubuntu: Stories of Teaching and Research represents a seminal educational intervention that should re-direct the way we see and interact with learning and pedagogical projects and relationships. The book is well organized, is written in non-alienating, humanist language, and should be very useful for students, researchers, and the general public. Students in the West, who are not familiar with the philosophy of ubuntu, should be exposed to the contents of this book.”—Ali A Abdi, in Alberta Journal of Educational Research, Vol. 58, No. 4

Investigating Classroom Interaction

Methodologies in Action

Edited by Kristiina Kumpulainen, Cindy E. Hmelo-Silver and Margarida César

This book adds a new perspective to existing research methodology literature on analyzing social interactions in the classroom. Not only does this book introduce multiple research methodologies for analyzing classroom interactions but it also demonstrates these methodologies at work in different empirical research studies. The authors of this book are all internationally well recognized for their research work on the social life of classrooms, and now, for the first time, they provide concrete accounts of the ways in which the theories and methodologies they have chosen to guide their research work function in action. These 'black boxes’ or 'tacit knowledge' of conducting different types of analyses on classroom interaction have seldom been opened up in such a concrete way in the existing research literature.
This book is an edited collection of papers introducing strands of research on classroom interaction whose logic of inquiry illuminate different approaches, analyses, and interpretations of social interactions and discourses in contemporary classroom settings. The methodological approaches discussed draw on studies of language and discourse, ethnography, as well as on sociological, psychological, and domain-specific analyses. In recognizing the complexity and challenges in mapping out the complex research territory focusing on classroom interactions, the prime goal of the book is to build a complimentary context for discussion of the ways in which different approaches to classroom interaction are realized and how they produce different analyses because of their purpose, conceptual framework, and methodological choice. The illumination of diverse approaches to classroom interaction and discourse is believed to demonstrate the potential and challenges each strand of research is likely to bring towards understanding the psychological, social and cultural life of the classroom and how these mediate the situated practice of teaching and learning in today’s schooling.
This book is targeted towards researchers and graduate students working within the field of social sciences, education and psychology. It also makes an excellent text for courses in research methodology, education, and related fields.

Life History Research

Epistemology, Methodology and Representation

Edited by Michael Anthony Samuel, Rubby Dhunpath and Michael Samuel

Much has been written about lifehistory research in recent times. It has been paraded as a counterculture to the traditional research canon, and celebrated as a genre that promotes methodological pluralism. However, lifehistory researchers have an obligation to transcend spurious claims about the perceived merits of the methodology and extend the debates around how the genre simultaneously problematises and responds to the competing challenges of Epistemology, Methodology and Representation.
In conceiving of each of the chapters from an epistemological perspective, the authors focus on how their individual work has crossed or expanded traditional borders of epistemology and ontology; of how the work has satisfied the rigours of thesis production and contributed to changing conceptions of knowledge, what knowledge gets produced and how knowledge is produced when we make particular methodological choices.
Since any methodological orientation is invariably selective, and the researcher is always involved and implicated in the production of data, the authors focus on what selections they have made in their projects, what governed these choices, what benefits/deficits those choices yielded, and what the implications of their research are for those meta-narratives that have established the regimes of truth, legitimacy, and veracity in research.
Knowledge production is inextricably linked to representation. In the process of articulating their findings, each author made particular representational choices, sometimes transgressing conventional approaches. The book explores why these choices were made and how the choices influenced the kinds of knowledge generated. The book provides theoretical justifications for these transgressions and reflect on how the experience of representation helped disrupt the authors’ essentialist notions of research production and for whom it is produced.
This book is not another celebration of lifehistory as a counterculture. The book hopes to be a deeply critical contribution to disrupt notions around epistemological authority, voice and power and how these are mediated by the delicate relations of the researcher and researched. The problematises and complicates the assumptions that frame this genre with a view to highlighting the potential hazards of the method while demonstrating its potentiality in shaping our conceptions of Ethics, Methodology and Representation.

Poetic Inquiry

Vibrant Voices in the Social Sciences

Edited by Monica Prendergast, Carl Leggo and Pauline Sameshima

Poetic Inquiry: Vibrant Voices in the Social Sciences, co-edited by Monica Prendergast, Carl Leggo and Pauline Sameshima, features many of the foremost scholars working worldwide in aesthetic ways through poetry.
The contributors (from five countries) are all committed to the use of poetry as a way to collect data, analyze findings and represent understandings in multidisciplinary social science qualitative research investigations. The creativity and high aesthetic quality of the contributions found in the collection speak for themselves; they are truly, as the title indicates, "vibrant voices".
This groundbreaking collection will mark new territories in qualitative research and interpretive inquiry practices at an international level. Poetic Inquiry will contribute to many ongoing and energetic debates in arts-based research regarding issues of evaluation, aesthetics, ethics, activism, self-study, and practice-based research, while also spelling out some innovative ways of opening up these debates in creative and productive ways. Instructors and students will find the book a clear and comprehensive introduction to poetic inquiry as a research method.