The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry

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Overview

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.

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Editorial Reviews

The Review of Higher Education
"By almost any measure, this compendium of materials on research in education represents an impressive tour de force. There is much about it to inspire admiration. For those seeking to quench their thirst with a metaphorical glass of water, the SAGE Handbook supplies a veritable firehose torrent of analysis and critical commentary. "-THE REVIEW OF HIGHER EDUCATION— Christopher J. Lucas
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.”
The Review of Higher Education - Winter 2008 - Christopher J. Lucas
"By almost any measure, this compendium of materials on research in education represents an impressive tour de force. There is much about it to inspire admiration. "
Spyros Themelis
"This book makes a timely and much welcomed contribution to empirical educational research. "
ChristopherJ. Lucas
"By almost any measure, this compendium of materials on research in education represents an impressive tour de force. There is much about it to inspire admiration."
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Product Details

  • ISBN-13: 9781412906401
  • Publisher: SAGE Publications
  • Publication date: 12/28/2005
  • Edition description: Older Edition
  • Pages: 624
  • Product dimensions: 10.00 (w) x 7.30 (h) x 1.40 (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
Acknowledgments
Introduction
Part I. Engaging Ideas: The Context of Inquiry and Meaningful Problems
Section One: Exploring the Multiple Purposes of Inquiry and Key Stakeholders
Introductory Essay - D. C. Phillips
1. Muddying the Waters: The Many Purposes of Educational Inquiry - D. C. Phillips
2. What Knowledge Users Want - Robert E. Floden
3. Minding the Gap Between Research and Policymaking - David N. Plank and Debbi Harris
Section Two: Identifying Meaningful Problems and Approaches to Inquiry Across and Within Fields
Introductory Essay - Laura W. Perna and John C. Weidman
4. All Else Is Never Equal: Opportunity Lost and Found on the P–16 Path to College Access - Patricia M. Mc Donough and R. Evely Gildersleeve
5. Studying Teacher Education Programs: Enriching and Enlarging the Inquiry - Kenneth Zeichner
6. What Are We Tripping On? Transgressing the Fault Lines in Research on the Preparation of Multicultural Educators - Carl A. Grant and Vonzell Agosto
7. Moving Forward: Ideas for Research on School, Family, and Community Partnerships - Joyce L. Epstein and Steven B. Sheldon
8. Research on Instruction and Learning in Science: Elaborating the Design Approach - Michael Ford and Ellice Ann Forman
9. Learning in Science and Mathematics: The Role of Philosophy, Theory, and Methodology in Shaping Our Developing Understanding - Juliet A. Baxter and Shirley J. Magnusson
10. Reconceptualizing and Recentering Research in Special Education - Cheryl Hanley-Maxwell and Brian A. Bottge
11. Discovering Unheard Voices: Explorations in the History of Education, Childhood, and Juvenile Justice - Steven Schlossman
12. Counseling Psychology - Mary Lee Nelson and Cindy L. Juntunen
13. Educational Leadership - Jane Clark Lindle
14. Socialization of Students in Higher Education: Organizational Perspectives - John C. Weidman
15. Minority-Serving Institutions of Higher Education: Building On and Extending Lines of Inquiry for the Advancement of the Public Good - Jason N. Johnson, Clifton F. Conrad, and Laura Perna
16. Comparative Education: An Approach to Educational Inquiry - David Phillips
Part II. Enriching Inquiry Through Identifying and Addressing Key Challenges
Section Three: Challenges in Formulating and Framing Meaningful Problems
Introductory Essay - Daniel K. Lapsley
17. Situating Ourselves and Our Inquiry: A First-Person Account - James Youniss
18. Developing and Nurturing Interesting and Researchable Ideas - Kathryn R. Wentzel
19. The Challenge of Framing a Problem: What Is Your Burning Question? - Susan Harter
Section Four: Challenges in Preparing for Inquiry
Introductory Essay - Scott L. Thomas
20. Light and Shadow in Research Design - John P. Bean
21. Conceptualizing and Conducting Meaningful Research Studies in Education - Ronald H. Heck
22. Sampling: Rationale and Rigor in Choosing What to Observe - Scott L. Thomas
23. Approaching Rigor in Applied Qualitative Research - J. Douglas Toma
Section Five: Challenges in Conducting Inquiry
Introductory Essay - King D Beach, III, and Betsy Jane Becker
24. Windows of Possibility: Perspectives on the Construction of Educational Researchers - Anna Neumann and Aaron M. Pallas
25. Constructing Data - Kadriye Ercikan and Wolff-Michael Roth
26. Constructing Analyses: The Development of Thoughtfulness in Working With Quantitative Methods - Michael Seltzer and Mike Rose
27. Constructing Conclusions - King D Beach, III, Betsy Jane Becker, and Mary M. Kennedy
Section Six: Challenges in Writing, Voice, and Dissemination of Research
Introductory Essay - Beth Graue
28. Writing in Education Research - Beth Graue
29. Experimenting With Voice and Reflexivity in Social Science Texts - Elizabeth G. Creamer
30. Getting the Word Out: Challenges and Opportunities in Explaining Educational Research to the World - Gerald W. Bracey
Author Index
Subject Index
About the Editors
About the Section Editors
About the Contributors

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Sort by: Showing 1 Customer Reviews
  • Anonymous

    Posted December 26, 2007

    A reviewer

    Very overpriced book! Nice collection of articles- but each author has published similar ideas previously. While I found a few chapters to excite my mind, most were mundane and run of the mill.

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