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The SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry / Edition 2

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Overview

The SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry, edited by Clifton F. Conrad and Ronald C. Serlin stimulates and encourages students, faculty, and educational practitioners, including individuals in Pre K–16 education, government, and the private sector who conduct applied and policy-oriented educational research, to place the pursuit of ideas at the epicenter of their research—from framing meaningful problems to identifying and addressing key challenges to the reporting and dissemination of their findings. As well as supporting readers to place the pursuit of ideas as the keystone of exemplary inquiry, the Handbook draws on the perspectives of scholars representing diverse fields within the field of education—from pre-kindergarten to elementary and secondary school to higher education—as well as qualitative, quantitative, and mixed-methods approaches to inquiry. The chapters are punctuated throughout by the voices of authors who wrestle with the formidable challenges of framing and conducting and reporting meaningful inquiry.

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Editorial Reviews

Gabriella Belli
“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.”
Gregory R. Hancock
“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. "
Sean Mulvenon
“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.”
Paul Vogt
”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.”
Gabriella Belli
“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.”
Gregory R. Hancock
“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."
Sean Mulvenon
“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.”
Paul Vogt
”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.”
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Product Details

  • ISBN-13: 9781412980005
  • Publisher: SAGE Publications
  • Publication date: 6/10/2011
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 528
  • Product dimensions: 7.20 (w) x 10.00 (h) x 1.20 (d)

Meet the Author

Clifton F. Conrad has been Professor of Higher Education at the University of Wisconsin-Madison since 1987. He previously taught at the University of Denver (1975-1977), The College of William and Mary (1977-1981), and the University of Arizona (1981-1987)—where he also served as a Department Chair and as Associate Dean for Academic Affairs. His research program is centered on college and university curriculum—at the undergraduate and graduate levels, in the liberal arts and sciences as well as in professional fields. Books that he has authored or co-authored include The Undergraduate Curriculum, A Silent Success: Master's Education in the United States, and Emblems of Quality in Higher Education: Developing and Sustaining High-Quality Programs. While he has published quantitative studies in journals such as the American Educational Research Journal and the Journal of Education Finance, the majority of his research has been fueled by qualitative approaches to inquiry—work that appears in journals ranging from Sociology of Education to the Journal of Higher Education. A former President of the Association for the Study of Higher Education, since 1980 he has been a key expert witness and consultant to the U.S. Department of Justice and the Office of Civil Rights (U.S. Department of Education) in major civil rights cases and inquiries involving race and gender in higher education in nine states. Two of these cases led to landmark decisions by the U.S. Supreme Court, including one in which his scholarship was cited approvingly.

Ronald C. Serlin is an Emeritus Professor in the Department of Educational Psychology at the University of Wisconsin-Madison. He teaches courses in nonparametric statistics and the philosophy of science and statistics. His mastery in teaching earned him a Chancellor's Distinguished Teaching Award early in his career. His expertise as a statistical consultant has led to long and fruitful collaborative efforts with colleagues in the School of Nursing and the Departments of Neurology, Art Education, and Journalism & Mass Communication, among others. Currently, he is engaged in two major lines of research. One examines the effects of violations of assumptions on known and proposed parametric and nonparametric tests, a knowledge of which helps to increase the validity of statistical conclusions. The other investigates the philosophical underpinnings of statistical hypothesis testing, an effort linking modern philosophy of science and statistical practice to delineate the role of statistics in the scientific endeavor. He has published regularly in Psychological Bulletin and Psychological Methods and in such wide-ranging journals as the Journal of the American Medical Association, the Journal of Research in Music Education, and Pain. An article he co-authored won the Annual Research Report award competition for Division D of the American Educational Research Association. He won an award for Outstanding Contributions to Nursing Education, and recently he won a School of Education Distinguished Achievement Award. He served three nonconcurrent terms as Department Chair.

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Table of Contents

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. Mc Donough
Chapter 28. The Arc of Research - William G. Tierney
Index
About the Editors
About the Section Editors
About the Contributors

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