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Lauren Stephenson, Barbara Harold and Rashida Badri

In a world of constant change, the ongoing education and empowerment of women is a transformation of profound significance. In the UAE, and in Dubai in particular, the emergence of women into positions of leadership has accelerated over the past thirty years and continues to gather pace, reflecting a worldwide trend. Emirati women's entry into leadership positions in all fields has resulted in social and economic benefits across education, health, commerce and community services – all of which have strengthened the role of women at the grassroots level. As the world grows smaller, the global circle of opportunity for women grows wider. Throughout the UAE and all across the globe women are assuming their rightful place as leaders in education and in society.


The authors conducted a ten-year collaborative narrative research project culminating in a book of jointly constructed stories of five exceptional female Emirati educational leaders. The five women from Dubai are Raja Al Gurg, Raya Rashid, Fatima Al Marri, Rafia Abbas, and Rashida Badri. Through stories of lived experience, this book recognizes the expertise and contributions of these women to the fields of education and leadership; provides exemplars for educators; demonstrates to younger generations what successes and challenges this generation of women faced in order to achieve recognition as successful women and members of the local, regional, and global community; and makes their leadership perspectives and experiences accessible and engaging for all types of audiences.

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Edited by Celia Popovic

In Learning from Academic Conferences, the editor combines research findings and practical advice aimed at ensuring organizers, attendees and administrators get the most from academic conferences. Contributors from the UK and Canada have pooled their experience and research findings to produce a guide in three parts. Starting with a focus on participants, moving onto presenters and finally addressing organizers, the authors provide comprehensive advice. Conferences are expensive in terms of time and resources; this book will ensure that investment is put to best effect.

Creativities in Arts Education, Research and Practice

International Perspectives for the Future of Learning and Teaching

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Edited by Leon R. de Bruin, Pamela Burnard and Susan Davis

In Creativities in Arts Education, Research and Practice: International Perspectives for the Future of Learning and Teaching, Leon de Bruin, Pamela Burnard and Susan Davis provide new thinking, ideas and practices concerned with philosophically, pedagogically and actively developing arts learning and teaching. Interrogating successes and challenges for creativity education locally/globally/glocally, and using illustrative cases and examples drawn from education, practice and research, they explore unique local practices, agendas, glocalised perspectives and ways arts learning develops diverse creativities in order to produce new approaches and creative ecologies through inter- and cross-disciplinary teaching practices interconnecting beyond arts domains. This book highlights innovative approaches and perspectives to activating and promoting diverse creativities as new forms of authorship and analytic approaches within arts practice and education, along with the production of adaptable, sustainable pedagogies that promote and produce diverse creativities differently. This book will help educators, artists, and researchers understand and fully utilise ways they can transform their thinking and practice and keep their learning and teaching on the move.



Contributors are: Christine Bottrell, Pamela Burnard, Peter Cook. Susan Davis, Elizabeth Dobson, Leon R. de Bruin, Tatjana Dragovic, Martin Fautley, Robyn Heckenberg, Susanne Jasilek, Fiona King, Sharon Lierse, Shari Lindblom, Megan McPherson, Sarah Jane Moore, Amy Mortimer, Alison O'Grady, Mark Selkrig, Susan Wright.

Analyzing Communication

Praxis of Method

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Wolff-Michael Roth and Pei-Ling Hsu

The collection of data sources in the social sciences involves communication in one form or another: between research participants who are observed while communicating or between researcher and researched, who communicate so that the former can learn about/from the latter. How does one analyze communication? In particular, how does one learn to analyze data sources established in and about communication? In response to these questions, the authors provide insights into the "laboratory" of social science research concerned with the analysis of communication in all of its forms, including language, gestures, images, and prosody. Writing in the spirit of Bourdieu, and his recommendations for the transmission of a scientific habitus, the authors allow readers to follow their social science research in the making. Thus, each chapter focuses on a particular topic-identity, motivation, knowing, interaction-and exhibits how to go about researching it: How to set up research projects, how to collect data sources, how to find research questions, and how to do many other practical things to succeed. The authors comment on excerpts from the findings of between 2 and 4 published studies to describe how to write and publish research, how to address audiences, which decisions they have made, which alternative approaches there might exist, and many other useful recommendations for data analysis and paper publishing. In the end, the authors actually follow an expert social scientist as he analyzes data in real time in front of an audience of graduate students. The entire book therefore constitutes something like a journey into the kitchen of an experienced chef who gives advice in the process of cooking.

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.

Action Learning and Action Research

Songlines through Interviews

Ortrun Zuber-Skerritt

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

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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.