Research Methods 2009-2010 (UK)

ResearchMethods

Routledge Education

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Welcome to the Routledge

Research Methods CatalogueNew Titles & Key Backlist 2009

CONTENTSGeneral Research Methods . . . . . . . . . . .1

Issues in Research . . . . . . . . . . . . . . . . .10

Action Research . . . . . . . . . . . . . . . . . .20

Supervising Research . . . . . . . . . . . . . . .24

Academic Writing . . . . . . . . . . . . . . . . .25

Study Guides for Students . . . . . . . . . .27

Index . . . . . . . . . . . . . . . . . . . . . . . . . .28

Order Form . . . . . . . . . . . . . .Centre Pages

CONTACTSMARKETING ENQUIRIESFor all territories excluding the Americas:Cara TrevorMarketing ExecutiveEmail: [email protected]

For USA, Canada, Latin America:Lori KellyMarketing ManagerEmail: [email protected]

EDITORIAL ENQUIRIESFor all territories excluding the Americas:Philip MuddPublisherEmail: [email protected]

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BESTSELLER6TH EDITION

Research Methods in EducationLouis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison,Inter-University Institute of Macau, China

This fully updated sixth edition of theinternational bestseller ResearchMethods in Education covers thewhole range of methods currentlyemployed by educational research atall stages. It is divided into five mainparts: the context of educationalresearch; planning educationalresearch; styles of educationalresearch; strategies for data collectionand researching; and data analysis. The

book also contains references to a comprehensive dedicatedwebsite of accompanying materials.

The sixth edition includes new material on: complexity theory,ethics, sampling and sensitive educational research; experimental research, questionnaire design and administrationwith practical guidance; qualitative and quantitative dataanalysis, with practical examples; and internet based research.

Research Methods in Education is essential reading for theprofessional researcher and continues to be the standard textfor students and lecturers in educational research.

To access the dedicated website of accompanying materials,please visit www.routledge.com/textbooks/9780415368780

2007: 246x189: 656ppHb: 978-0-415-37410-1: £90.00 US $180.00

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FORTHCOMING

The Reviewer’s Guide to QuantitativeMethods in the Social SciencesGregory R. Hancock and Ralph O. MuellerThis unique reference book is specifically designed for peerreviewers of manuscripts or proposals in the social andbehavioural sciences. Its thirty-one chapters cover virtually allof the classic and emerging statistical techniques thatreviewers need to be familiar with in order to evaluate amanuscript’s methodological approach to data analysis. Thechapters are not designed to teach but to update readers ona particular technique’s key principles, appropriate usage,underlying assumptions, and limitations. It will also serve asa handy reference when designing one’s own research. January 2010: 229x152Hb: 978-0-415-96507-1: £130.00 US $195.00

Pb: 978-0-415-96508-8: £60.00 US $89.95

www.routledge.com/9780415965088

FORTHCOMING

Researching Creative LearningMethods and Approaches

Edited by Pat Thomson, University of Nottingham, UKand Julian Sefton-Green, Independant EducationConsultant, UK

Teachers, governments and employers around the world allaspire to make young people more creative. Transformingthese common aspirations into informed practice is not easy.It can mean making many changes: turning classrooms intomore exciting experiences; introducing more thoughtfulchallenges into curriculum; making teachers into differentkinds of instructors; finding more authentic assessmentprocesses and putting young people’s voice at the heart oflearning.

There are programmes, projects and initiatives which haveconsistently attempted to offer such change andtransformation. The English programme, CreativePartnerships, is the largest of these, but there are significantinitiatives in many other parts of the world including France,Norway, Canada and the USA. This book not only draws onthis body of expertise but also consolidates it, making it thefirst methodological text exploring creativity.

June 2010: 246x174: 224ppHb: 978-0-415-54884-7: £75.00 US $125.00

Pb: 978-0-415-54885-4: £22.99 US $42.95

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FORTHCOMING

Research Methods: The BasicsNicholas Walliman, Oxford Brookes University, UK

Series: The Basics

Research Methods: The Basics is an accessible and affordablepocket guide to doing effective research across the socialsciences. Aimed specifically at students coming to socialresearch at undergraduate level for the first time, the bookwill explore both the issues involved in ’good’ research andthe practice of it. Topics covered include: Types of data:Primary, Secondary, Qualitative and Quantitative; Collectingdata: questionnaires, interviews and focus groups; Using andevaluating online resources; Evaluating data and constructingan argument; and Ethical issues in conducting research.

With all the standard features of the bestselling Basics series,such as chapter summaries, further reading and a glossary ofterms, this book will be an essential first port of call andpocket reference for anyone conducting research for the first time.

April 2010: 198x129: 224ppHb: 978-0-415-48991-1: £55.00 US $100.00

Pb: 978-0-415-48994-2: £9.99 US $17.95


1GENERAL RESEARCH METHODS

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NEW

An Introduction to QualitativeResearch SynthesisManaging the Information Explosion in Social Science Research

Claire Howell Major, University of Alabama, USA andMaggi Savin-Baden, University of Coventry, UK

Providing a comprehensive guide for understanding,interpreting and synthesizing qualitative studies, This bookshows how data can be collated together effectively tosummarise existing bodies of knowledge and to create amore complete picture of findings across different studies.

The authors describe qualitative research synthesis and arguefor its use, describing the process of data analysis, synthesisand interpretation and provide specific details and examplesof how the approach works in practice.

Helping researchers to understand, make meaning andsynthesize a wide variety of datasets, this book is broad inscope yet practical in approach. It will be beneficial to thoseworking in social science disciplines, including researchers,teachers, students and policy makers.

December 2009: 234x156: 208ppHb: 978-0-415-56285-0: £80.00 US $120.00

Pb: 978-0-415-56286-7: £19.99 US $37.95


FORTHCOMING

Video in Social Science ResearchFunctions and Forms

Kaye Haw, University of Nottingham, UK and Mark Hadfield, University of Wolverhampton, UK

This new text draws together the theoretical, methodologicaland practical issues involved in the effective use of video acrossthe social sciences. This book deals with the central issue ofhow researchers can benefit from the use of video within theirown research whether it be: video as representation, video asan aid to reflection, video that generates participation, video,voice and articulation or video that acts as a provocation. Inturn each of these five central functions will be discussed inrelation to different stages of the research process consistingof: research design, fieldwork and data collection, analysis ofdata and findings and dissemination.

Covering issues such as technical and aesthetic considerations inobjective research, analytical frameworks for the use of video,ethical sensitivity and individual privacy, this book is a practicalresearch tool for the digital age that shows how, why and whenvideo could and should be used in social science research.

January 2010: 234x156: 208ppHb: 978-0-415-46785-8: £75.00 US $150.00

Pb: 978-0-415-46786-5: £19.99 US $37.95


NEW

Activity Theory in PracticePromoting Learning across Boundaries and Agencies

Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK andSten R. Ludvigsen, University of Oslo, Norway

This ground-breaking book bringstogether cutting-edge researcherswho study the transformation ofpractice through the enhancementand transformation of expertise. Thisis an important moment for such acontribution because expertise is intransition - moving towardcollaboration in inter-organizationalfields and continuous shaping oftransformations. To understand andmaster this transition, powerful newconceptual tools are needed and are

provided here.

The theoretical framework which has shaped these studies isCultural Historical Activity Theory (CHAT). CHAT analyseshow people and organisations learn to do something new,and how both individuals and organisations change.Working as part of an integrated international team, theauthors identify specific findings which are of direct interestto the academic community, such as: the analysis of verticallearning between operational and strategic levels withincomplex organizations; the refinement of notions of identityand subject position within CHAT; the introduction of theconcept of ‘labour power’ into CHAT; and the developmentof a method of analysing discourse which theoreticallycoheres with CHAT and the design of projects.

August 2009: 234x156: 256ppHb: 978-0-415-47724-6: £80.00 US $130.00

Pb: 978-0-415-47725-3: £22.99 US $42.95


GENERAL RESEARCH METHODS2

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NEW

Beyond Reflective PracticeNew Approaches to Professional Lifelong Learning

Edited by Helen Bradbury, Sue Kilminster andMiriam Zukas, all at University of Leeds, UK and Nick Frost, Leeds Metropolitan University, UK

Reflective practice has moved from themargins to the mainstream ofprofessional education. However, inthis process, its radical potential hasbeen subsumed by individualistic,rather than situated, understandingsof practice. Presenting criticalperspectives that challenge the currentparadigm, this book proposes newconceptualisations and offers freshapproaches relevant across professions.

Definitions of reflection (which areoften implicit) often focus on the

individual’s internal thought processes and responsibility for theiractions. The individual - what they did/thought/felt – isemphasised with little recognition of context, power dynamicsor ideological challenge. This book presents the work ofpractitioners, educators, academics and researchers who see thisas problematic and are moving towards a more critical approachto reflective practice.

July 2009: 234x156: 224ppHb: 978-0-415-46792-6: £75.00 US $150.00

Pb: 978-0-415-46793-3: £23.99 US $45.95


NEW

E-ResearchTransformation in Scholarly Practice

Edited by Nicholas W. Jankowski, Royal NetherlandsAcademy of Arts and Sciences, the Netherlands

Series: Routledge Advances in Research Methods

No less than a revolutionary transformation of the researchenterprise is underway. This transformation extends beyond thenatural sciences, where ’e-research’ has become the modusoperandi, and is penetrating the social sciences andhumanities, sometimes with differences in accent and label.Many suggest that the very essence of scholarship in theseareas is changing. The everyday procedures and practices oftraditional forms of scholarship are affected by these and otherfeatures of e-research. This volume, which features renownedscholars from across the globe who are active in the socialsciences and humanities, provides critical reflection on theoverall emergence of e-research, particularly on its adoptionand adaptation by the social sciences and humanities.

July 2009: 229x152: 370ppHb: 978-0-415-99028-8: £60.00 US $95.00


NEW

Causation in Educational ResearchKeith Morrison, Macau Inter-University Institute,Macau, China

This strongly practical book helpsresearchers understand, plan andinvestigate causation in education. Itguides readers through statisticalmatters, explaining them clearly andsimply in words as well as numbers,and shows them how to investigatequalitative causal research in education.

After introducing deterministic andprobabilistic causation, the book showshow these can be researched indifferent ways. It explains: how to

determine causes from effects and how to link theory andpractice in causal research; how to plan and conduct causalresearch in education; and how to analyze, present and interpretcausal data, and the limits of causal understanding.

Containing worked examples from both qualitative andquantitative research, this book provides a manual for practice,underpinned by a rigorous analysis of key issues from philosophy,sociology and psychology. It will appeal to new and establishedresearchers, readers of educational research, social sciencestudents and academics.

April 2009: 246x174: 256ppHb: 978-0-415-49648-3: £75.00 US $125.00

Pb: 978-0-415-49649-0: £19.99 US $37.95

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NEW2ND EDITION

Doing Research/Reading ResearchRe-interrogating Education

Paul Dowling and Andrew Brown, both at Institute ofEducation, University of London, UK

This best-selling text enables beginnerresearchers to organize and evaluatethe research they read, and to planand implement small scale researchprojects of their own. It givesstructured, practical guidance on: thedevelopment of a research question;techniques of data collection;qualitative and quantitative forms ofanalysis; and the writing anddissemination of research.

August 2009: 246x174: 224ppHb: 978-0-415-37601-3: £80.00 US $145.00

Pb: 978-0-415-37602-0: £23.99 US $45.95

• AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780415376020



NEW

Introducing NeuroeducationalResearchNeuroscience, Education and the Brain from Contextsto Practice

Paul Howard-Jones, Bristol University, UK

In this book Paul Howard-Jones explores the differencesbetween science and education, using research based studiesand the voices of educators and scientists to build anargument for a new field of enquiry: neuroeducationalresearch.

Introducing Neuroeducational Research builds a meaningfulbridge between diverse subjects from an interdisciplinaryperspective, serving two critically related goals: to enrichboth scientific and educational understandings of learning.The unique conceptual, methodological and ethicalchallenges which characterise this new field in educationalpsychology are examined and illustrated through empiricalresearch, explaining why a ‘brain-based’ science of educationcan never exist in isolation from other perspectives onlearning. Throughout the book, Paul Howard-Jones:

• explores ‘neuromyths’ and their impact on educational research

• highlights the opportunities to combine biological, socialand experiential evidence in understanding how we learn

• argues against a ‘brain-based’ natural science of education

• introduces clearly the concept of an interdisciplinaryneuroeducational approach

• builds a methodology for conducting neuroeducationalresearch

• draws on case studies and empirical findings to illustratehow a neuroeducational approach can provide a fullerpicture of how we learn.

Presenting a blueprint for including our knowledge of thebrain in education, this book is essential reading for all thoseconcerned with human learning in authentic contexts:educators, scientists and policy-makers alike.

October 2009: 234x156: 256ppHb: 978-0-415-47200-5: £80.00 US $130.00

Pb: 978-0-415-47201-2: £24.99 US $47.95

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NEW

Qualitative Educational ResearchReadings in Reflexive Methodology andTransformative Practice

Edited by Wendy Luttrell, City University of New York, USA

Qualitative Educational Research is acomprehensive anthology designedto deepen education students’thinking about their qualitativeresearch purposes, questions, anddecision-making. Focusing on variousepistemological, intellectual, andethical conflicts in doing socialanalysis, this reader invitesresearchers-in-training to explorewhy, from what perspective, forwhose benefit, and with what stakes

are research questions being posed. Drawing from herwealth of expertise executing and teaching qualitativeresearch methods, scholar Wendy Luttrell has selected essaysthat focus specifically on the challenges of qualitative inquiryas they pertain to the field of education. These essayspresent multiple paradigms and perspectives in qualitativeinquiry, including interpretivism, critical theory, culturalstudies, feminist theories, critical psychology, and critical racetheory. Reflexive writing assignments at the end of thevolume expand readers’ understanding of the essays andguide students through developing their own researchdesign.

September 2009: 254x178: 496ppHb: 978-0-415-95795-3: £100.00 US $150.00

Pb: 978-0-415-95796-0: £33.99 US $46.95




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NEW

Qualitative Research in International SettingsA Practical Guide

David Stephens, University of Brighton, UK

The teaching of qualitative researchskills in universities is nowwidespread and the number ofinstitutions offering courses inresearch methods in education andthe social sciences is growing, whileprofessionals in the fields ofeducation, health and the socialservices are increasingly required tocarry out research, evaluation andreviews. Qualitative Research inInternational Settings will be aninvaluable resource for all

postgraduates and professionals engaged in research of thiskind.

Drawing upon the author’s extensive experience ofeducational research in the Developing World, the bookfocuses upon working in a variety of cultural and nationalcontexts. It combines the practice and theory of qualitativeresearch by clarifying and communicating the core ideas andprinciples of this form of research and highlighting specificcase studies as models of good practice.

June 2009: 234x156: 168ppHb: 978-0-415-28057-0: £75.00 US $125.00

Pb: 978-0-415-28058-7: £19.99 US $37.95


The Authentic DissertationAlternative Ways of Knowing, Research andRepresentation

Four Arrows AKA Don Trent Jacobs, NorthernArizona University, USA

The Authentic Dissertation is a roadmap for students who want to maketheir dissertation more than a seriesof hoop-jumping machinations thatcause them to lose the vitality andmeaningfulness of their research.

2008: 234x156: 272ppHb: 978-0-415-44222-0: £80.00 US $150.00

Pb: 978-0-415-44223-7: £22.99 US $42.95


NEW

Single-Subject Research Methodologyin Behavioral SciencesEdited by David L. Gast, University of Georgia, USA

This book is written for studentresearchers, practitioners, anduniversity faculty who are interestedin answering applied researchquestions and objectively evaluatingeducational and clinical practices.The basic tenet of single-subjectresearch methodology is that theindividual is of primary importanceand that each individual studyparticipant serves as his or her owncontrol. Although the methodology

has its roots in behavioral psychology and applied behavioralanalysis, it has been used by applied researchers across avariety of disciplines.

Key features include the following:

• Applied Focus – this text focuses on how to use single-subject research in constructing one’s researchproject or in evaluating one’s professional practice.

• Numerous and Varied Examples – The book abounds inexamples from special education and other disciplines andpopulations within the applied research literature.

• Reader Friendly – The text is written in a reader friendlystyle, features sample data sheets and graphic displays,and includes detailed guidelines for conducting visualanalysis of graphic data.

• Expertise – The author’s long and distinguished career inteaching single-subject research is augmented in this bookby contributions from other experts in the field.

August 2009: 254x178: 464ppHb: 978-0-8058-6276-8: £115.00 US $175.00

Pb: 978-0-8058-6277-5: £55.00 US $89.95




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NEW

Teaching, Learning and Research inHigher EducationA Critical Approach

Mark Tennant, Sydney University of Technology,Australia, Cathi McMullen, Charles Sturt University,Australia and Dan Kaczynski, Central MichiganUniversity, USA

Teaching, Learning and Research inHigher Education offers acombination of critical perspectivesand practical advice that is ideallysuited for individuals interested inenhancing their practice throughanalysis and critique. The aim is topromote a critical understanding ofone’s own practices: to fosterpersonal and professional formationthrough a reflexive engagement withone’s environment andcircumstances. At a practical level

this means to continuously think about how to adjustpractice rather than following a formulaic approach derivedfrom any particular educational theory.

Teaching, Learning and Research in Higher Education arguesthat academics can find space for their own agency in themidst of institutional policies and practices that serve toframe, as well as delimit and constrain, what counts as goodacademic work in teaching and research. This text bridges agap between those books that provide a high-level analysisof contemporary higher education, the more practical textson how to be a good teacher in higher education, and thosetexts which aim to improve teaching through betterunderstanding of the learning process.

A must-have resource for higher education professions,academic developers, professionals, and anyone looking toimprove their teaching and learning practices.

August 2009: 229x152: 208ppHb: 978-0-415-96272-8: £85.00 US $140.00

Pb: 978-0-415-96263-6: £22.99 US $45.95


Arts-Based Research in EducationFoundations for Practice

Edited by Melisa Cahnmann-Taylor and Richard Siegesmund, both at University of Georgia, USA

Series: Inquiry and Pedagogy Across DiverseContexts Series

This text introduces readers todefinitions and examples of arts-based educational research,presents tensions and questions inthe field, and provides exercises forpractice. It weaves together criticalessays about arts-based research inthe literary, visual, and performingarts with examples of artisticproducts of arts-based research thatilluminate by example.

2008: 229x152: 272ppHb: 978-0-8058-6379-6: £85.00 US $130.00

Pb: 978-0-8058-6380-2: £28.99 US $43.95


2ND EDITION

Research With ChildrenPerspectives and Practices

Edited by Pia Christensen, The Research Unit forGeneral Practice, Denmark and Allison James,University of Sheffield, UK

Research with Children is a uniqueresource book on the methodologyof childhood research. Leading andnew researchers within the socialstudies of childhood discuss centralquestions of epistemology andmethodology, demonstrating thelinks between theory and practice.The theoretical and practicalquestions are set out in a clear andwell-argued fashion and willtherefore appeal both to thenewcomer to childhood studies and

to experienced researchers in the field.

2008: 234x156: 312ppHb: 978-0-415-41683-2: £85.00 US $150.00

Pb: 978-0-415-41684-9: £23.99 US $45.95

eBook: 978-0-203-96457-6www.routledge.com/9780415416849



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Doing Visual Research with Childrenand Young PeopleEdited by Pat Thomson, University of Nottingham, UK

This book explores themethodological, ethical,representational and theoreticalissues surrounding image-basedresearch with children and youngpeople.

2008: 234x156: 240ppHb: 978-0-415-43109-5: £85.00 US $150.00

Pb: 978-0-415-43110-1: £23.99 US $45.95


The Evaluator’s CookbookExercises for Participatory Evaluation with Childrenand Young People

Angus McCabe, University of Birmingham, UK andKatrice Horsley, Freelance Narrative Consultant, UK

The Evaluator’s Cookbook containstwenty-one attractive andparticipatory evaluation exercises foruse with children, young people andfamilies/community groups.Attractively and clearly presented,the exercises are very easy to useand come with suggestions for useand instructions on how to createthe equipment needed.

2008: 297x210: 64ppPb: 978-0-415-45341-7: £16.99 US $33.95


Handbook of Design ResearchMethods in EducationInnovations in Science, Technology, Engineering, andMathematics Learning and Teaching

Edited by Anthony E. Kelly and John Y. Baek, both atGeorge Mason University, USA and Richard A. Lesh,Indiana University, USA

This Handbook presents the latestthinking and current examples ofdesign research in education.

The defining book for the field, it isdesigned as a guide for doctoralstudents, early career researchers,and cross-over researchers fromfields outside of education interestedin supporting innovation ineducational settings throughconducting design research.

2008: 254x178: 560ppHb: 978-0-8058-6058-0: £180.00 US $275.00

Pb: 978-0-8058-6059-7: £65.00 US $100.00


Researching Learning in Higher EducationAn Introduction to Contemporary Methods and Approaches

Glynis Cousin

Series: SEDA Series

Across the world, universities aretransforming their teaching andlearning practices to meet thechallenges facing Higher Educationin the 21st century. Research intoteaching and learning in HigherEducation has never been a moreimportant issue. Growing numbersof academics across disciplines areconducting research in theirteaching. This book presentscontemporary approaches toresearching university teaching and

learning to address this rising demand. The author providesa much needed comprehensive yet basic approach forconducting this type of research.

2008: 229x152: 272ppHb: 978-0-415-99164-3: £75.00 US $125.00

Pb: 978-0-415-99165-0: £22.99 US $45.95




Statistical Modelling for SocialResearchersPrinciples and Practice

Roger Tarling, University of Surrey, UK

This book introduces socialresearchers to all aspects ofstatistical modelling in an easilyaccessible but informative way. Awebsite will accompany the bookwhich will provide additionalinformation and exercises. It is thefirst text to introduce the socialresearcher to the principles ofstatistical modelling and to the fullrange of methods available. Thisbook describes in words rather than

mathematical notation the aims and principles of statisticalmodelling but helpfully remains fully comprehensive.

2008: 246x174: 224ppHb: 978-0-415-44837-6: £85.00 US $170.00

Pb: 978-0-415-44840-6: £31.99 US $57.95


A Synthesis of Research on SecondLanguage Writing in EnglishIlona Leki, University of Tennessee, USA, Alister Cumming, University of Toronto, Canada andTony Silva, Purdue University, USA

Synthesizing twenty-five years of themost significant and influentialfindings of published research onsecond language writing in English,this volume promotes understandingand provides access to researchdevelopments in the field. Overall, itdistinguishes the major contexts ofEnglish L2 learning in NorthAmerica, synthesizes the researchthemes, issues, and findings thatspan these contexts, and interpretsthe methodological progression and

substantive findings of this body of knowledge.

This book is designed to allow researchers to becomefamiliar with the most important research on this topic, topromote understanding of pedagogical needs of L2 writingstudents, and to introduce graduate students to L2 writingresearch findings.

2008: 229x152: 272ppHb: 978-0-8058-5532-6: £90.00 US $135.00

Pb: 978-0-8058-5533-3: £30.99 US $46.95


Visible LearningA Synthesis of over 800 Meta-Analyses Relating to Achievement

John Hattie, University of Auckland, New Zealand

’It is perhaps education’sequivalent to the search for theHoly Grail - or the answer to life,the universe and everything.’– Times Educational Supplement

This unique and ground-breakingbook is the result of fifteen yearsresearch and synthesises over 800meta-analyses on the influences onachievement in school-agedstudents. This book is about usingevidence to build and defend amodel of teaching and learning. A

major contribution is a fascinating benchmark/dashboard forcomparing many innovations in teaching and schools.

2008: 246x174: 392ppHb: 978-0-415-47617-1: £80.00 US $160.00

Pb: 978-0-415-47618-8: £24.99 US $47.95


Voice in Qualitative InquiryChallenging Conventional, Interpretive, and CriticalConceptions in Qualitative Research

Edited by Alecia Y. Jackson, Appalachian StateUniversity, USA and Lisa A. Mazzei, Washington StateUniversity, USA

Voice in Qualitative Inquiry is acritical response to conventional,interpretive, and critical conceptionsof voice in qualitative inquiry. Thiscompelling collection will challengethose who conduct qualitativeinquiry to think differently abouthow they collect, analyze, andrepresent meaning using the voicesof others, as well as their own.

2008: 234x156: 264ppHb: 978-0-415-44220-6: £85.00 US $150.00

Pb: 978-0-415-44221-3: £23.99 US $45.95




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Vygotsky and ResearchHarry Daniels

This book provides readers with anoverview of the implications forresearch of the theoretical workwhich acknowledges a debt to thewritings of L.S. Vygotsky. A conciseintroduction to Vygotsky’s originalthesis and discussions on hisapproach to research methods isgiven; this is followed by anexploration of the research practiceswhich have arisen in fields developedon the basis of his original thesis.These include: Socio-cultural studies

with a focus on mediated action; Distributed Cognition,Situated Cognition and Activity Theory.

2008: 234x156: 224ppHb: 978-0-415-39592-2: £80.00 US $160.00

Pb: 978-0-415-39593-9: £23.99 US $45.95


TEXTBOOK

EthnographyPrinciples in Practice

Martyn Hammersley, The Open University, UK andPaul Atkinson, Cardiff University, UK2007: 246x174: 278ppHb: 978-0-415-39604-2: £85.00 US $180.00

Pb: 978-0-415-39605-9: £26.99 US $53.95


Exploring Educational Research LiteracyGary Shank and Launcelot Brown, both at DuquesneUniversity, USA2007: 229x152: 264ppHb: 978-0-415-95526-3: £95.00 US $140.00

Pb: 978-0-415-95527-0: £23.99 US $41.95


Networking Practitioner ResearchColleen McLaughlin, Kristine Black-Hawkins andDonald Mcintyre, all at University of Cambridge, UKand Andrew Townsend, University of Nottingham, UK2007: 234x156: 256ppHb: 978-0-415-38845-0: £80.00 US $160.00

Pb: 978-0-415-38846-7: £23.99 US $45.95


Quantitative Data Analysis inEducationA Critical Introduction Using SPSS

Paul Connolly, Queens University, Belfast, UK2007: 246x174: 288ppHb: 978-0-415-37297-8: £85.00 US $170.00

Pb: 978-0-415-37298-5: £22.99 US $42.95


Radical ResearchDesigning, Developing and Writing Research to Make a Difference

John Schostak, Manchester Metropolitain University,UK and Jill Schostak, both at University of East Anglia, UK2007: 234x156: 304ppHb: 978-0-415-39927-2: £85.00 US $170.00

Pb: 978-0-415-39928-9: £24.99 US $47.95


Using Narrative Inquiry as a Research MethodAn Introduction to Using Critical Event NarrativeAnalysis in Research on Learning and Teaching

Leonard Webster and Patricie Mertova, both atMonash University, Australia2007: 234x156: 152ppHb: 978-0-415-37905-2: £85.00 US $170.00

Pb: 978-0-415-37906-9: £20.99 US $39.95




Video Research in the Learning SciencesEdited by Ricki Goldman, New York University, USA,Roy Pea and Brigid Barron, both at StamfordUniversity, USA and Sharon J. Derry, University ofWisconsin, Madison, USA2007: 254x178: 624ppHb: 978-0-8058-5359-9: £125.00 US $190.00

Pb: 978-0-8058-5360-5: £44.99 US $62.95


Planning Your Qualitative Research ProjectAn Introduction to Interpretivist Research in Education

Tom O’Donoghue, University of Western Australia 2006: 234x156: 240ppPb: 978-0-415-41485-2: £21.99 US $41.95

www.routledge.com/9780415414852• AVAILABLE AS AN INSPECTION COPYwww.routledge.com/9780415414852

Beginning ResearchA Guide for Foundation Degree Students

Michelle Lowe, Staffordshire University, UK2006: 246x174: 168ppHb: 978-0-415-40980-3: £75.00 US $150.00

Pb: 978-0-415-40981-0: £18.99 US $35.95


3RD EDITION

Handbook of ComplementaryMethods in Education ResearchEdited by Judith L. Green, Gregory Camilli andPatricia B. Elmore2006: 254x178: 896ppHb: 978-0-8058-5932-4: £160.00 US $275.00

Pb: 978-0-8058-5933-1: £65.00 US $99.95


2ND EDITION

Fieldwork in Educational SettingsMethods, Pitfalls and Perspectives

Sara Delamont2001: 234x156: 272ppHb: 978-0-415-24837-2: £85.00 US $170.00


FORTHCOMING

Cultural-Historical Perspectives onTeacher Education and DevelopmentLearning Teaching

Edited by Viv Ellis and Anne Edwards, both atUniversity of Oxford, UK and Peter Smagorinsky,University of Georgia, USA

This book will become the authoritative volumeinternationally for those involved in teacher education andprofessional development interested in sociocultural andcultural-historical activity theory (CHAT) perspectives onteaching and learning. An edited collection of chapters byleading researchers from the UK, the US and Europe, it willgain coherence from its theoretical orientation andsubstantive focus on teacher learning. This importantcollection will clarify the purpose of initial (pre-service)teacher education and continuing professional developmentand the role of universities and higher education personnelin these processes.

January 2010: 234x156: 224ppHb: 978-0-415-49758-9: £75.00 US $125.00

Pb: 978-0-415-49759-6: £22.99 US $42.95


FORTHCOMING

Ethnography in Social Science PracticeJulie Scott-Jones, Manchester Metroplitan University,UK and Sal Watt, Liverpool Hope University, UK

Ethnography in Social Science Practice takes a uniqueapproach that explores ethnography both theoretically andpractically. Students can explore the application ofethnography to ‘real world’ research contexts through arange of multidisciplinary case studies. This is a text of twoparts: Part one grounds the student in the theoretical andethical framework of ethnography; the ethical andtheoretical reasons behind ethnography’s increasingpopularity across the social sciences will be discussed. In Parttwo of the book the ethnographic research process ischarted through a set of diverse case studies drawn fromacross the Social Sciences. Each case study draws on aspecific piece of ethnographic research, most of which areexamples of applied social research. This accessible textprovides excellent guidance on ‘how to do ethnography’ forboth undergraduate and postgraduate students that groundethnographic research in specific ‘real world’ contexts.

February 2010 Hb: 978-0-415-54347-7: £75.00 US $125.00

Pb: 978-0-415-54349-1: £22.99 US $42.95


GENERAL RESEARCH METHODS ISSUES IN RESEARCH10


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FORTHCOMING

Exploring Learning, Identity andPower through Life History andNarrative ResearchEdited by Ann-Marie Bathmaker and Penelope Harnett, both at University of the West of England, UK

This book brings together a collection of writing aboutlearning, power and identity. Each of the main chapters usesa narrative/life history approach to explore the experiences ofa wide range of different people, including teachers, nurses,young children, library workers, adults who attendedsecondary modern schools in the post-war period, andothers. In addition, the book provides a critical overview ofcontemporary life history/narrative research, and an accountof the process of constructing research narratives.

This book will: provide vivid examples of a narrative/lifehistory approach to research in different educational andlearning contexts; use this approach to explore identity,power and social justice in education and learning; anddemonstrate inter-connections between research and theconstruction of research, which offer a model for practice forother practitioner research groups.

The book makes a timely contribution to the growinginterest in undertaking narrative and life history research.This is particularly relevant as there is now a continuingexpansion of practitioner research, linked to an emphasis onresearch-based professions in education, health, and socialservice occupations. This book will provide examples forstudents of how professionals have used narrative researchto investigate their particular research questions, it addresseskey issues of social justice and power played out withindifferent contexts, and it discusses the ethics of narrativeresearch directly.

January 2010: 234x156: 224ppHb: 978-0-415-49642-1: £75.00 US $125.00

Pb: 978-0-415-49644-5: £22.99 US $42.95


FORTHCOMING

Hermeneutics, History and MemoryPhilip Gardner, University of Cambridge, UK

This book’s central concern is the problem of interpretation,both as meaning and as practice, in undertaking and usingsource-based research. Challenging the view that sometraditional narrative historians hold, that theory ormethodology are not central to their work, it explores thevital relationship that exists within research betweeninterpretation and truth. Drawing examples from awide-range of academic disciplines, the book will appeal toexperienced historical researchers who seek more explicittheoretical and methodological foundations for theirempirical investigations and to research students in historyand the social sciences concerned with understanding theprinciples and practices through which documentary analysisand interview can be both conducted and utilised.

February 2010: 234x156: 224ppHb: 978-0-415-35337-3: £80.00 US $145.00

Pb: 978-0-415-35338-0: £24.99 US $47.95


FORTHCOMING

Language, Learning and ContextTalking the Talk

Wolff Michael Roth, University of Victoria, BritishColumbia, Canada

Series: Foundations and Futures of Education

Building on the work of linguistic philosophers such asMartin Heidegger, Donald Davidson, Paul Ricúur and JacquesDerrida, Language, Learning and Context explores therelationship between thinking and talk in educationalsettings. He uses the talk in science and mathematicseducation as a case study since, in these subjects, the issuesare compounded by the fact that teachers talk aboutconcepts and phenomena unfamiliar to students who do notspeak the (theoretical) discourse that an understanding ofthe phenomena requires. The difficulties are furtherdeepened for students who have to learn in a secondlanguage where their linguistic competence and thelanguage of instruction are worlds apart.

Language, Learning and Context aims to help educatorsunderstand the ways in which they use language and thesense in which they are as much subject to its possibilities asthey are able to consciously mobilize them. It makesrecommendations for the praxis of teaching and will appealto PGCE students, researchers and practising science andmathematics teachers, as well as those with interests inlanguage and literacy.

March 2010: 234x156: 180ppHb: 978-0-415-55191-5: £70.00 US $115.00


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FORTHCOMING

Models in Statistical Social ResearchGoetz Rohwer, Ruhr-Universitat Bochum, Germany

The book provides a better understanding of models used instatistical social research based on statistical data andmethods. While traditionally understood statistical modelsrelate to data generating processes which presuppose facts,this book focuses on analytical models which relate tosubstantial processes generating social facts. It formallydevelops individual-level, population-level, and multilevelversions of such models and uses these models asframeworks for the definition of notions of functionalcausality.

The book further develops a distinction between therepresentation of states and events, which is then used toformally distinguish between comparative and dynamicnotions of causality. It is shown that, due to the involvementof human actors in substantial processes considered in socialresearch, the conceptual framework of randomizedexperiments is of only limited use. Instead, modelingselection processes should become an explicit task of socialresearch.

January 2010: 234x156 Hb: 978-0-415-56055-9: £80.00 US $130.00


NEW

Multi-Sited EthnographyProblems and Possibilities in the Translocation ofResearch Methods

Edited by Simon Coleman and Pauline von Hellermann, both at University of Sussex, UK

Series: Routledge Advances in Research Methods

It is now nearly fifteen years since Marcus (1995) published acornerstone text arguing for the adoption of ‘multi-sited’approaches in ethnography. Over that time, a growingnumber of researchers across the social sciences have beenattracted to such strategies since they offer powerful waysto engage with current policy-related and theoreticalquestions linked to globalization, migration, diasporas andthe development of transnational publics. This volumeexamines the problems and possibilities multi-sitedapproaches have presented to researchers, as well as theways in which the concept has evolved since the mid-1990s.The contributors raise new questions, new approaches andnew possibilities, creating an indispensable volume forscholars in a variety of disciplines across the social sciences.

November 2009: 229x152: 208ppHb: 978-0-415-96524-8: £65.00 US $95.00


FORTHCOMING

Researching and UnderstandingEducational NetworksRobert Mccormick, The Open University, UK, Patrick Carmichael, University of Cambridge, UK,Alison Fox and Richard Procter, Institute of Education,London, UK

Teacher learning is a matter of critical importance and theways in which it is conceptualized is changing significantlywith new emphasis on situated learning and activity theory.This book presents analyses of the problems with existingtheories of teacher learning and explores what networktheories can be brought to the problem of how teachers andschools create and share new knowledge about practice.These network theories draw on such ideas as socialnetwork analysis and on social capital theories, which gave arich source upon which to build data collection and analysisof teacher and school networks. Using these theories theauthors explore the empirical work that resulted from theinvestigation in the UK. This has been developed throughfurther investigations of electronic networks (such ascomputer-mediated conferencing) and at how peoplenetwork at events such as conferences.

This book explores a new application of networks theoriesderived from quite different fields of work, and extends itboth by being concerned about networks beyondorganisations (most work focuses within organisations), andspecifically about educational networks. Their application toeducational networks and to teacher learning in particular, isa unique contribution of the book. This enables it to be ofinterest to both researchers and those studying for higherdegrees, including students who are professionals working inschools.

April 2010: 234x156: 240ppHb: 978-0-415-49482-3: £80.00 US $160.00

Pb: 978-0-415-49483-0: £24.99 US $47.95


FORTHCOMING

Using Educational Research to Inform PracticeA Practical Guide to Using Practitioner Research inUniversities and Colleges

Lorraine Foreman-Peck, University of Northampton,UK and Christopher Winch, King’s College London, UKJune 2010: 234x156: 192ppHb: 978-0-415-45009-6: £75.00 US $150.00

Pb: 978-0-415-45010-2: £21.99 US $41.95


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FORTHCOMING

Using Analytical Frameworks forClassroom ResearchCollecting Data and Analysing Narrative

Edited by Susan Rodrigues, University of Dundee, UK

Methodological research books on analytical frameworksuntil now have focused on describing and critiquing thetools used for data collection. This book is the first tobroaden the focus to consider the analytical framework inwhich classroom research takes place. Bringing togetherinfluential voices on the topic, it examines, and encouragesthe reader to examine the tensions, potential, researchevidence and reality of practice when using analyticalstrategies.

Divided into two sections, the first outlines particularanalytical approaches which can be used in relation todifferent research questions. The second consists of casestudies that illustrate how these analytical approaches can beapplied to classroom narrative. The book provides a set oftools to assist prospective researchers as they decide whichanalytical approach or approaches best suit their ownresearch endeavours. These include:

•a key to help reflect on the benefits of varied approaches

•questions to stimulate discussion

• ideas for motivating researcher to adopt more suitableframeworks.

This in-depth look at the topic will appeal to researchers,academics and post-graduate students engaged in classroomresearch.

April 2010: 234x156: 224ppHb: 978-0-415-55306-3: £80.00 US $130.00

Pb: 978-0-415-55307-0: £22.99 US $42.95


.

NEW

Connecting Inquiry and ProfessionalLearning in EducationInternational Perspectives and Practical Solutions

Edited by Anne Campbell, Leeds MetropolitanUniversity, UK, Susan Groundwater-Smith, Universityof Sydney, Australia

Based on the findings of aninternational colloquium anddrawing upon a range of practicesfrom the UK, USA, Canada, Europeand Australia, this book is designedto make explicit the connectionsbetween Practitioner Inquiry andTeacher Professional Learning inInitial Teacher Education andOngoing Teacher ProfessionalDevelopment.

Considering issues such as:

• the relationship between practitioner inquiry andpedagogical content knowledge

• whether it is possible to scale up from small local andintensive innovations to more broadly based inquiry

• inquiry’s role in professional identity, both individual andcommunal

• prevailing socio-political contexts and consequences forsocial policy formation.

July 2009: 234x156: 232ppHb: 978-0-415-47812-0: £75.00 US $150.00

Pb: 978-0-415-47813-7: £22.99 US $42.95




NEW

The Construction of Statistics and NumbersEdited by Ann R. Saetnan and Svein Hammer, both at Norwegian University of Science andTechnology, Norway and Heidi Mork Lomell, Univeristy of Oslo, Norway

Statistics are often seen as simple, straightforward, and objective descriptions of society. However, what wechoose to count, what we choose not to count, who does the counting, and the categories and values wechoose to apply when counting, matter. This volume addresses the ways in which statistics and numbers aregathered and applied in social science research. The contributors argue that we must become more aware ofthe power and the limitations of statistics. Learning statistics needs to be about more than simply mastering thetechniques of using the tool; it needs to also be about learning the dangers of that tool and learning to controlit within social and ethical bounds. These dangers lie in the routines through which statistics are applied; thediscourses from which they emerge and into which they are deployed; the power relations created by thosediscourses; and the assumptions, meanings, and categories statistics carry with them in those discourses. Thisvolume will be necessary reading for students and scholars using quantitative data within the social sciences.

November 2009: 234x156: 244ppHb: 978-0-415-87370-3: £70.00 US $95.00


NEW

Ethnographies RevisitedConceptual Reflections from the Field

Edited by Antony Puddephatt, Lakehead University,Canada, William Shaffir, McMaster University, Canadaand Steven W. Kleinknecht, Brescia University College,Canada

Ethnographies Revisited providesfirst-hand accounts of how leadingqualitative researchers crafted keytheoretical concepts found in theirmajor book-length ethnographies.Great ethnographic research lies notin the rigid execution of prescribedmethodological procedures, but onthe unrelenting cultivation oftheoretical ideas. These contributorsfocus squarely on this neglectedtopic, providing reflexive accounts ofhow research decisions were made

in light of emerging theoretical questions.

The continuous generation of creative concepts is arguablythe most important skill in developing powerful results infield research, since the originality of the ideas produced ishow the study is ultimately judged. Yet, this topic is oftentaken for granted, treated rigidly and artificially, or is entirelyabsent from existing qualitative research manuals. Incontrast, this volume offers candid insights of how leadingethnographers generated their initial questions, chose theirresearch sites, made theoretical and methodologicaladjustments, and oriented their research to maximize theconceptual payoff, leading to such successful researchcontributions. This provides a fresh approach to the topic ofqualitative research, by linking practical decisions in the fieldto the dynamic features of theory in the making, toldthrough the first-hand experiences of some of the bestethnographers in our field.

June 2009: 234x156: 284ppHb: 978-0-415-45220-5: £85.00 US $140.00

Pb: 978-0-415-45221-2: £26.99 US $50.95


NEW

Researching Sex and Lies in the ClassroomAllegations of Sexual Misconduct in Schools

Pat Sikes, University of Sheffield, UK and Heather Piper, Manchester Metropolitan University, UK

Researching Sex and Lies in theClassroom draws on in-depthqualitative research exploring theexperiences, perceptions andconsequences for those who havebeen falsely accused of sexualmisconduct with pupils, and for thefamily members, friends andcolleagues affected by or involved inthe accusation process.

The book also highlights thedilemmas and difficulties the authorsthemselves have faced researching

this field, such as:

• ethical and methodological concerns over whether or notthe teachers had indeed been falsely accused, or wereguilty and taking advantage of this project to construct analternative, innocent identity

• the difficulty of obtaining institutional ethical clearance toundertake and publish research which challenges masternarratives concerning children and their protection

• the reluctance of funders to support research incontroversial and sensitive areas.

Researching Sex and Lies in the Classroom reveals findingswhich are both informative and shocking. It interrogates theappropriateness of current investigative and judicialprocedures and practices, and it raises general questionsabout the surveillance and control of research and academicvoice. It will be of great benefit to academics and researchersinterested in this field, as well as postgraduate students,teachers and other professionals working with the fear ofallegations of abuse.


Pb: 978-0-415-48118-2: £22.99 US $42.95




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NEW

Researching IT in EducationEdited by Anne McDougall, with John Murnane,Anthony Jones and Nick Reynolds

Serious criticisms of research on IT in education have beenpublished recently in both the UK and the USA. ResearchingIT in Education aims to provoke thought and discussionamong practising researchers by considering a range ofapproaches to undertaking quality research. Establishingpriorities and directions for future research in the sub-discipline of IT in education, the book is structuredaround five foci:• Theory

• History

• Research Directions

• Methodology

• Research Topics.

This book argues for the enormous power of IT to enablefundamental research that both refines and develops theoryand practice in education. High quality research thatadvances knowledge and educational practice in this areawill generally require longer timelines and more complexdata collection and analysis methods. The authors drawattention to the value of theoretical frameworks used inmainstream educational research and highlight the earlytheoretical work on the subject of IT in education.

Researching IT in Education is the only book in its area tofocus on methodological and research design issues. Theindividual chapters are contributed by expert researchers andleaders in the field from ten countries, thus providing anunusually broad but coherent international set ofperspectives for the issues examined in the book.

This book will benefit anyone interested in or undertakingresearch on IT in education, including academics, researchstudents, teachers and policy makers.

December 2009: 234 x156: 224ppHb: 978-0-415-56000-9: £80.00 US $130.00

Pb: 978-0-415-56001-6: £23.99 US $45.95


NEW

Researching Transitions in Lifelong LearningEdited by John Field, University of Stirling, UK, Jim Gallacher and Robert Ingram, both at GlasgowCaledonian University, UK

In today’s society, people andorganisations increasingly undergoprocesses of transition. Experiencesof change affect all areas of life: ourjobs, relationships, status,communities, engagement in civilsociety, lifestyles, evenunderstandings of our own identity.Each person must expect and makeready for transitions, engaging inlearning as a fundamental strategyfor handling change. This is wherelifelong learning steps in. From

career guidance to third age programmes, from ‘learning tolearn’ in kindergarten to MBA, from Mozart for babies togender re-assignment counselling, people face a crowdedworld of learning activities designed to help them throughtransitions.

Researching Transitions in Lifelong Learning presents newresearch from Britain, Australia and North America. Theauthors include leading scholars with establishedinternational reputations - such as Kathryn Ecclestone, SueWebb, Gert Biesta, W. Norton Grubb, Nicky Solomon andDavid Boud - as well as emerging researchers with fresh andsometimes challenging perspectives. While emphasising thecomplexity and variety of people’s experiences of learningtransitions, as well as acknowledging the ways in which theyare embedded in the specific contexts of everyday life, theauthors share a common interest in understanding the livedexperiences of change from the learner’s perspective. Thisvolume therefore provides an opportunity to take stock ofrecent research into transitions, seen in the context oflifelong learning, and outlines important messages for futurepolicy and practice. It will also appeal to researchersworldwide in education and industrial sociology, as well asstudents on courses in post-compulsory education.

June 2009: 234x156: 240ppHb: 978-0-415-49598-1: £75.00 US $150.00

Pb: 978-0-415-49599-8: £22.99 US $42.95




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NEW

Researching Violence, Democracy andthe Rights of PeopleJohn F. Schostak, Manchester Metropolitan University,UK and Jill Schostak, University of East Anglia, UK

Violence, democracy and rights are issues that are not fullyaddressed in research methodology literatures. Yet violence isof vital interest in substantive and theoretical debates acrossthe social sciences, education, philosophy, politics andcultural studies. Methodology needs to be informed by andbe relevant to the debates and practices within and acrossthese perspectives on the worlds of everyday life.

Research is fundamentally entwined with the political, theethical and the legal. When it presumes the neutrality ofmethod and ignores its radical roots of inquiry, it is in dangerof being politically co-opted and ethically naive. Researchthat reveals what is at stake, politically, ethically and legally istypically open to accusations of being partisan and thereforepolitical. It cannot, however, avoid being political in thebroadest sense of the word.

Researching Violence, Democracy and the Rights of Peopleexplores what is at stake methodologically (both theoreticallyand practically) for researchers seeking to expandopportunities for people to become visible upon the publicstages of debate, decision making and action, thus makingaudible their experiences of wrongs and injustices, andengage democratically in processes of change.


Pb: 978-0-415-47878-6: £22.99 US $42.95


Education Research On TrialPolicy Reform and the Call for Scientific Rigor

Edited by Pamela B. Walters, Indiana University, USA,Annette Lareau, University of Maryland, USA andSheri Ranis, Bill and Melinda Gates Foundation, USA

Many have attacked educationresearch as failing to meet standardsof scientific rigor. The thoughtfulessays in this book offer an analysisof this debate on the failings ofeducation research.

2008: 235x156: 248ppHb: 978-0-415-98988-6: £85.00 US $125.00

Pb: 978-0-415-98989-3: £26.99 US $39.95


NEW

Surviving Field ResearchWorking in Violent and Difficult Situations

Edited by Chandra Lekha Sriram,Olga Martin-Ortega and Johanna Herman, all atUniversity of East London, UK, John C. King and Julie A. Mertus, both at American University,Washington DC, USA

The aim of this edited volume is toguide researchers in identifying andaddressing challenges in conductingqualitative research in difficultcircumstances, such as conductingresearch in autocratic oruncooperative regimes, withgovernmental or non-governmentalofficials, and perhaps mostimportantly, with reluctantrespondents such as victims ofgenocide or (on the other side of thecoin) war criminals.

The volume proceeds in five substantive sections, eachaddressing a different challenge of conducting field researchin conflict-affected or repressive situations including: Ethics;Access; Veracity; Security; and Identity, Objectivity, Behaviour.

This important text will be vital reading for students, scholarsand researchers in the areas of research methods,international relations, anthropology and human rights. Itwill also be of keen interest to policy practioners and NGOs,and especially relevant for those working in the regions ofAfrica, Latin America, and Asia.

May 2009: 234x156: 280ppHb: 978-0-415-48934-8: £75.00 US $185.00

Pb: 978-0-415-48935-5: £19.99 US $39.95




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Generalizing from EducationalResearchBeyond Qualitative and Quantitative Polarization

Edited by Kadriye Ercikan, University of BritishColumbia, Canada and Wolff-Michael Roth, Universityof Victoria, Canada

’This book frames the majorchallenge facing educationalresearchers as one of goingbeyond the mindless qualitative-quantitative divide andaddressing theoverarching/fundamentalchallenge of enriching andenlarging educational inquiry. Itis a signature contribution to thefield.’ – Clifton F. Conrad, Universityof Wisconsin-Madison, USA

2008: 229x152: 320ppHb: 978-0-415-96381-7: £90.00 US $135.00

Pb: 978-0-415-96382-4: £27.99 US $41.95


Globalizing the Research ImaginationEdited by Jane Kenway and Johannah Fahey, both atMonash University, Australia

This thought-provoking book forstudents and researchers criticallyinterrogates the various ways inwhich globalization reshapesresearch and investigates thechallenges that globalization posesfor the social sciences andhumanities.

2008: 234x156: 152ppHb: 978-0-415-41221-6: £85.00 US $145.00

Pb: 978-0-415-41222-3: £19.99 US $37.95


Researching History EducationTheory, Method, and Context

Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA

Researching History Educationcombines a selection of LindaLevstik’s and Keith Barton’s previouswork on teaching and learninghistory with their reflections on theprocess of research. These studiesaddress students’ ideas about time,evidence, significance, and agency,as well as classroom contexts ofhistory education and broader socialinfluences on students’ and teacher’sthinking.

2008: 229x152: 440ppHb: 978-0-8058-6270-6: £100.00 US $150.00

Pb: 978-0-8058-6271-3: £34.99 US $51.95


The Methodological DilemmaCreative, Critical and Collaborative Approaches toQualitative Research

Edited by Kathleen Gallagher, University of Toronto, Canada

Both thought-provoking andchallenging to the way research isplanned and undertaken, this vitalnew book will equip researcherswith a variety of critical, creative andpost-positivist solutions to dilemmasthat plague qualitative research.

2008: 234x156: 288ppHb: 978-0-415-46061-3: £80.00 US $150.00

Pb: 978-0-415-46062-0: £23.99 US $45.95




On EthnographyApproaches to Language and Literacy Research

Shirley Brice Heath, Stanford University, USA andBrian Street, King’s College, University of London, UK

’Heath and Street provide aninvitation to ethnography that isintimate to researchers and tothe lives of the peopleresearched ... They provide cleardiscussions of research practicesand frame ethnography astheory-building inquiry about thenature of language, literacy,social practices, and knowledge.’– David Bloome, The Ohio StateUniversity, USA

2008: 168ppPb: 978-0-415-47207-4: £23.99 US $46.95


DISCLAIMER: Routledge is unable to supply ‘On Ethnography’ to customersin the America’s (U.S.A, Canada and Latin America). Customers in this regioncan purchase the book from Teacher’s College Press.

Qualitative ResearchChallenging the Orthodoxies in Standard Academic Discourse(s)

Edited by Sandra G. Kouritzin and Nathalie A.C. Piquemal, both at University ofManitoba, Canada and Renee Norman, UniversityCollege of the Fraser Valley, Canada

Series: Inquiry and Pedagogy Across DiverseContexts Series

Evocative and provocative, this bookpresents the points of view of (oftenjunior) scholars in the social scienceswho used non-standard methods orwriting practices to challenge the’research-as-usual’ paradigm in theacademy. The authors discuss theirlived personal experiences, as well astheir struggles and eventualsuccesses.

2008: 229x152: 296ppHb: 978-0-8058-4837-3: £90.00 US $135.00

Pb: 978-0-8058-4838-0: £24.99 US $44.95


Researching Education from the InsideInvestigations from Within

Edited by Pat Sikes, University of Sheffield, UK andAnthony Potts, LaTrobe University, Australia

Examining the potential and actualpossibilities that come fromresearching an individual’s ownprofessional or occupational groupthis book provides coverage ofresearching education from theinside from institutions such asschools, colleges and universities,and from a number of perspectives,including gender, sexuality,curriculum and teaching.

2008: 234x156: 200ppHb: 978-0-415-43593-2: £80.00 US $150.00

Pb: 978-0-415-43594-9: £23.99 US $45.95


Researching with IntegrityThe Ethics of Academic Enquiry

Bruce Macfarlane, University of Portsmouth, UK

Illustrated throughout with shortnarratives detailing ethical issues anddilemmas from internationalacademic researchers representingdifferent disciplines, research culturesand national contexts, this bookproposes an alternative approach toresearch which provides all researchprofessionals with the intellectualtools they need to cope withcomplex research.

2008: 229x152: 208ppHb: 978-0-415-42903-0: £75.00 US $150.00

Pb: 978-0-415-42904-7: £22.99 US $45.95




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Theory and Educational ResearchToward Critical Social Explanation

Jean Anyon, CUNY Graduate Center, USA

Throughout U.S. history, educationpolicies, practices, and politics havebeen described and tested to yieldempirical data, often with littleattempt to place findings in a largertheoretical infrastructure that couldprovide them with increasedexplanatory, critical, or evenliberatory power. This collection fillsthat void by taking the point of viewthat neither research nor theoryalone is adequate to the task ofsocial explanation. Instead, Jean

Anyon and her collaborators argue that they imbricate andinstantiate one another, forming and informing each otheras the inquiry process unfolds.

2008: 229x152: 216ppHb: 978-0-415-99041-7: £95.00 US $140.00

Pb: 978-0-415-99042-4: £21.99 US $32.95


Using Social Theory in Educational ResearchA Practical Guide

Mark Dressman, University of Illinois at Urbana-Champaign, USA

Using Social Theory in EducationalResearch is organised to helppractising educators and noviceresearchers who have little familiaritywith social theory to:

• be introduced to major schools ofsocial theory, their basic concepts,and their general applicability toeducational issues

• develop an understanding of andappreciation for its potential toimprove their own practice

• gain practical insight into how theory can function as awarrant, or support, for data interpretation

• through the use of multiple practical examples, learn howto integrate theory into their own work more effectively.

2008: 234x156: 184ppHb: 978-0-415-43640-3: £85.00 US $150.00

Pb: 978-0-415-43641-0: £22.99 US $42.95


Educational Research and Policy-MakingExploring the Border Country Between Research and Policy

Edited by Lesley Saunders, General Teaching Counciland the University of London, UK2007: 234x156: 208ppHb: 978-0-415-41174-5: £85.00 US $170.00

Pb: 978-0-415-41175-2: £23.99 US $45.95


An Ethical Approach to Practitioner ResearchDealing with Issues and Dilemmas in Action Research

Edited by Anne Campbell, Leeds MetropolitanUniversity, UK. and Susan Groundwater-Smith,University of Sydney, Australia2007: 234x156: 208ppHb: 978-0-415-43087-6: £85.00 US $170.00

Pb: 978-0-415-43088-3: £24.99 US $47.95


Inquiry, Data, and UnderstandingA Search for Meaning in Educational Research

Edited by Lorin W. Anderson

Series: Contexts of Learning2007Hb: 978-90-265-1953-6: £85.00 US $170.00


Knowledge ProductionResearch Work in Interesting Times

Edited by Bridget Somekh, Manchester MetropolitanUniversity, UK and Thomas A. Schwandt, University ofIllinois at Urbana-Champaign, USA2007: 234x156: 224ppHb: 978-0-415-44229-9: £85.00 US $170.00

Pb: 978-0-415-44228-2: £24.99 US $47.95




Reframing Sociocultural Research on LiteracyIdentity, Agency, and Power

Edited by Cynthia Lewis, University of Minnesota atTwin Cities, USA, Patricia E. Enciso, Ohio StateUniversity, USA and Elizabeth Birr Moje, University ofMichigan, USA2007: 229x152: 232ppHb: 978-0-8058-5695-8: £57.50 US $85.00

Pb: 978-0-8058-5696-5: £20.99 US $30.95


The Research Process in ClassroomDiscourse AnalysisCurrent Perspectives

Edited by Kim Marie Cole, Fredonia, CUNY, USA andJane Zuengler, University of Wisconsin-Madison, USA2007: 229x152: 176ppHb: 978-0-8058-5530-2: £85.00 US $130.00

Pb: 978-0-8058-5531-9: £27.99 US $41.95


FORTHCOMING2ND EDITION

Becoming a Teacher through Action ResearchProcess, Context, and Self-Study

Donna Kalmbach Phillips and Kevin Carr, both atGeorge Fox University, USA

Becoming a Teacher through Action Research skillfullyinterweaves the stories of pre-service teaching with theprocess of action research. This engaging text focusesspecifically on the needs of pre-service teachers by providingassistance for all stages of the research experience: selecting an area of focus; designing a culturally-proficientstudy; collecting and interpreting data; and communicatingfindings.

With an updated preface and introduction, this revisededition fully develops a convincing response to the framingquestion of the book, “Why pre-service teacher actionresearch?” The new edition offers a more robust overview ofresearch methodology, including mixed methods examples aswell as quantitative data collection strategies. The authorsalso touch on digital photography and audio collection tools,as well as alternative art forms as possibilities for presentingaction research. Using additional activities and examples, theauthors clarify how to ask critical questions using literaturereviews. This edition also includes fresh Action ResearchMemos, new examples throughout, additional glossaryterms, and updated examples and templates. Each chapternow includes an overview chart to better provide a roadmapof the action research process, and new end-of-chapterProcess Questions to encourage understanding. This one-of-a-kind guide continues to offer invaluable support forteacher-education students during a critical phase of theirprofessional–and personal–lives.

January 2010: 229x152: 232ppHb: 978-0-415-80105-8: £85.00 US $130.00

Pb: 978-0-415-80106-5: £27.99 US $41.95


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FORTHCOMING

Becoming a Teacher Researcher inLiteracy Teaching and LearningStrategies and Tools for the Inquiry Process

Edited by Christine C. Pappas and Eli Raymond-Tucker, both at University of Illinois at Chicago, USA

This practical, ’how-to’ text, informed by current ideas onteacher research, outlines and illustrates strategies andexperiences to foster literacy teachers’ abilities to conductaction research in their classrooms or schools. Part Ioverviews the theory and significance of teacher researchand provides a description and rationale for the variousactivities and experiences that support learning to becometeacher researchers. Part II features chapters written by adiverse group of teacher-researchers, interwoven with shortcommentaries by the editors that address particularlypertinent features or aspects of these reports for noviceteacher-researchers in the process of learning to do teacherinquiry. These chapters make visible the various tensions andvulnerabilities that novice teacher researchers experience andhow the activities in this book may help address them.

June 2010: 279x216: 264ppHb: 978-0-415-99620-4: £70.00 US $125.00

Pb: 978-0-415-99621-1: £18.99 US $34.95


Action Research in Teaching andLearningA Practical Guide to Conducting PedagogicalResearch in Universities

Lin S. Norton, Liverpool Hope University, UK

A practical guide for those workingin teaching and learning andwanting to carry out action researchon their own practice. Usefulresearch tools include the ’idealinventory’ designed by the authorand widely used in the researchcontext.

2008: 234x156: 224ppHb: 978-0-415-46846-6: £75.00 US $135.00

Pb: 978-0-415-43794-3: £22.99 US $41.95


NEW

Action Learning in SchoolsReframing Teachers’ Professional Learning and Development

Peter Aubusson, University of Technology Sydney,Australia, Robyn Ewing, University of Sydney, Australiaand Garry Hoban, University of Wollongong, Australia

This book clarifies what actionlearning is, linking key concepts toillustrate that it is not merely aprocess, but a dynamic interactionbetween professional learning,communities, leadership and change.The book brings together more thana decade of the authors’ research inschool-based action learning.

Rich and diverse, the research drawson more than 100 case studies ofaction learning by teams of teachersin schools.

The authors:

• provide practical advice on how to initiate and sustainaction learning

• explain the interaction between action learning, teacherdevelopment, professional learning, community building,leadership and change

• illustrate how action learning can link to classroom practiceso closely that it becomes part of what teachers do, ratherthan an added impost.

Addressing the highs and lows, the successes and failures,and their underlying causes, Action Learning in Schoolsprovides insights into theories of cooperation, innovation,leadership and community formation to inform individualprojects and large-scale school improvement initiatives. It willbe of interest to teacher educators, pre-service andexperienced teachers alike, as well as school and educationsystem managers and policymakers keen to enhance teacherprofessional learning and educational outcomes for students.

June 2009: 234x156: 160ppHb: 978-0-415-47514-3: £75.00 US $150.00

Pb: 978-0-415-47515-0: £19.99 US $37.95


21ACTION RESEARCH


FORTHCOMING

Action Research and Reflective PracticeCreative and Visual Methods to Facilitate Reflection and Learning

Paul Mcintosh

The use of reflection as a tool to support and developpractice is becoming increasingly recognised acrosseducation, healthcare and social sciences. Running alongsidethe use of reflection is the prevalent use of action researchwhich some see as a way of approaching the study ofhuman beings from a philosophical perspective in whichsharing takes place within mutually supportive environments.As a result many academics and practitioners suggest thatone cannot improve the methodology of action researchwithout considering philosophical reflection.

Exploring the tension between the use of evidence-basedpractice, based upon the ‘solidity’ of research and reflectionwith its subjectivity and personal perception, this bookargues that reflection is research. By applying a refreshingapproach to the subject the author increases both the useand effectiveness of action research and of reflectionthrough the application of new creative and visualapproaches.

As the author demonstrates, creative approaches can beutilised effectively in critically reflexive ways creating a newstyle of action research that is both innovative andtheoretically robust. The resultant approach will improveevidence-based research in education, healthcare and othersocial sciences to enhance perception and understanding ofevents, identity and self.

January 2010: 216x138: 172ppHb: 978-0-415-46901-2: £80.00 US $145.00

Pb: 978-0-415-46902-9: £23.99 US $45.95


NEW

Designing Socially Just LearningCommunitiesCritical Literacy Education across the Lifespan

Rebecca Rogers, University of Missouri-St.Louis, USA,Mary Ann Kramer, Melissa Mosley, University ofAustin, USA and Literary for Social Justice TeacherResearch Group

Demonstrating the power andpotential of educators workingtogether to use literacy practices thatmake changes in people’s lives, thiscollaboratively written book blendsthe voices of participants in ateacher-led professional developmentgroup to provide a truly lifespanperspective on designing criticalliteracy practices. It joins theseeducators’ stories with the historyand practices of the group - K-12classroom teachers, adult educators,

university professors, and community activists who haveworked together since 2001 to better understand therelationship between literacy and social justice. Exploringissues such as gender equity, linguistic diversity, civil rightsand freedom and war, the book showcases teachers’reflective practice in action and offers insight into thepossibilities and struggles of teaching literacy through aframework of social justice.

Designing Socially Just Learning Communities models aninnovative form of professional development for educatorsand researchers who are seeking ways to transformeducational practices. The teachers’ practices and actions –in their classrooms and as members of the teacher researchgroup – will speak loudly to policy-makers, researchers, andactivists who wish to work alongside them.

March 2009: 234x156: 248ppHb:978-0-415-99759-1: £90.00 US $135.00

Pb:978-0-415-99762-1: £27.99 US $41.95


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NEW

Doing Action Research in EnglishLanguage TeachingA Guide for Practitioners

Anne Burns, Macquarie University, Australia

Series: ESL and Applied Linguistics Professional Series

This hands-on, practical guide for ESL/EFL teachers andteacher educators outlines, for those who are new to doingaction research, what it is and how it works. Straightforwardand reader friendly, it introduces the concepts and offers astep-by-step guide to going through an action researchprocess, including illustrations drawn widely frominternational contexts. Specifically, the text addresses: actionresearch and how it differs from other forms of research; thesteps involved in developing an action research project; waysof developing a research focus; methods of data collection;approaches to data analysis and making sense of actionresearch for further classroom action.

Each chapter includes a variety of pedagogical activitiesincluding: pre-reading questions; reflection points invitereaders to think about/discuss what they have read; actionpoints ask readers to carry out action-research related tasksbased on what they have read; classroom voices illustrateaspects of action from teachers internationally and summarypoints provide a synopsis of the discussion in the chapter.

Bringing the how-to and the what together, Doing ActionResearch in English Language Teaching is the perfect text forBATESOL and MATESOL courses in which action research isthe focus or a required component.

October 2009: 229x152: 120ppHb: 978-0-415-99144-5: £85.00 US $125.00

Pb: 978-0-415-99145-2: £16.99 US $24.95


Improving Teacher Education throughAction ResearchEdited by Ming-Fai Hui and David L. Grossman, bothat The Hong Kong Institute of Education, Hong Kong

Series: Routledge Research in Education

This book presents a broad overview of a variety ofmethodologies that can be used to improve teacherpreparation and professional development programs.

2008: 229x152: 210ppHb: 978-0-415-95629-1: £65.00 US $95.00


NEW3RD EDITION

You and Your Action Research ProjectJean McNiff, Educational Consultant and Jack Whitehead, University of Bath, UK

This book gives practical guidanceon doing an action research project.Written for practitioners acrossprofessions who are studying onwork based learning programmesand award-bearing courses, thisbook is packed full of useful adviceand takes the reader through thevarious stages of a project, including:starting your action research project,monitoring and documenting theaction; techniques for dealing withthe data, making claims to

knowledge and validating them; and legitimating yourresearch, making your research public: creating your livingeducational theory.

The book’s practical approach will appeal to practitionersand will encourage them to try out new strategies forimproving their work. This third edition of the best-sellingbook, has been thoroughly updated and improved by anumber of features, with new case studies from a widerange of disciplines, extracts from validated dissertations andtheses (with information on how to access more examplesvia the Internet), points for reflection, checklists of reflectivequestions, and up-to-the-minute information on currentdebates and ideas.

July 2009: 234x156: 256ppHb: 978-0-415-48708-5: £75.00 US $150.00

Pb: 978-0-415-48709-2: £22.99 US $42.95


23ACTION RESEARCH


Using Action Research to ImproveInstructionAn Interactive Guide for Teachers

John E. Henning, Jody M. Stone and James L. Kelly,all at University of Northern Iowa, USA

Using Action Research to ImproveInstruction offers a comprehensive,easy-to-understand approach toaction research in classroom settings.This engaging and accessible guide isgrounded in sources of data readilyavailable to teachers, such asclassroom observations, studentwriting, surveys, interviews, andtests. Organized to mirror the actionresearch process, the highlyinteractive format prompts readers

to discover a focus, create research questions, address designand methodology, collect information, conduct data analysis,communicate the results, and to generate evidence-basedteaching strategies.

Special Features Include: an interactive text; reflectionquestions and activity prompts; a sample action researchreport; numerous examples and practice examples; and numbered sections for cross referencing.

This original text is a must-read for teachers interested inhow they can use their current knowledge of instruction andassessment to meaningfully engage in action research.

2008: 254x178: 224ppHb: 978-0-415-99173-5: £85.00 US $125.00

Pb: 978-0-415-99174-2: £24.99 US $37.95


2ND EDITION

Teachers Investigate Their WorkAn Introduction to Action Research across theProfessions

Herbert Altrichter, University of Linz, Austria, Allan Feldman, University of Massachusetts, USA, Peter Posch, Universitat Klagenfurt, Austria and Bridget Somekh, Manchester MetropolitanUniversity, UK2007: 234x156: 320ppHb: 978-0-415-37795-9: £85.00 US $170.00

Pb: 978-0-415-37794-2: £24.99 US $47.95


FORTHCOMING

Practitioner Research at Doctoral LevelDeveloping coherent research methodologies

Pat Drake, University of Sussex, UK and Linda Heath,University of Brighton, UK

This book explores the idea that the critical position thatdoctoral students must achieve in terms of both theirresearch and the research setting is, at best, extremelydifficult and, at worst, unachievable for practitionersconducting ’insider research’. The authors suggest thatuniversities need to examine current research methodologieson practitioner doctorates with a view to creating newmethodologies to accommodate new forms of knowledgeconstruction.

The authors argue that comparisons between traditional PhDsand professional doctorates not only neglect the diversity ofmodels of practitioner research at doctoral level, but also thata paradigm shift has occurred and that the construction ofknowledge in the social sciences is not limited to the type ofdoctoral programme through which it is engendered.

Recent research indicates that key elements includingsupervision, ethical issues, relationships with colleagues,loyalty, duty and integrity place the practitioner in a situationwhich may not methodologically align with conventionalapproaches. In this book the authors take the opportunity toexplore these themes in an holistic and integrated way inorder to develop a sense of methodological coherence for thepractitioner researcher at doctoral level.

This book will be essential reading for doctoral students andtheir supervisors, practitioner researchers working inprofessional settings more generally and those engaging withpolicy debates about doctoral research.

April 2010: 234x156: 160ppHb: 978-0-415-49021-4: £75.00 US $150.00

Pb: 978-0-415-49022-1: £22.99 US $42.95


ACTION RESEARCH SUPERVISING RESEARCH24


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Changing Practices of DoctoralEducationEdited by David Boud and Alison Lee, both atUniversity of Technology, Sydney, Australia

This fascinating book draws on theexpertise of those currently making astimulating contribution to theliterature on doctoral education.Questions are posed about thepurposes of doctoral study and howit is changing.

2008: 234x156: 272ppHb: 978-0-415-44269-5: £80.00 US $150.00

Pb: 978-0-415-44270-1: £23.99 US $45.95


Thesis and Dissertation Writing in aSecond LanguageA Handbook for Supervisors

Brian Paltridge, University of Sydney, Australia and Sue Starfield, University of New South Wales, Australia2007: 234x156: 200ppHb: 978-0-415-37170-4: £85.00 US $170.00

Pb: 978-0-415-37173-5: £21.99 US $41.95


Helping Doctoral Students WritePedagogies for Supervision

Barbara Kamler and Pat Thomson2006: 234x156: 192ppHb: 978-0-415-34683-2: £85.00 US $170.00

Pb: 978-0-415-34684-9: £23.99 US $45.95


FORTHCOMING

Publishing Pedagogies for theDoctorate and BeyondEdited by Claire Aitchison, Barbara Kamler andAlison Lee

Doctoral programs across the world are increasingly tyingassessments of research quality and productivity to theoutcomes of doctoral research. Doctoral students are beingencouraged to publish not only after completion of theirdoctorates, but during, and increasingly as part of, doctoralprograms.

With contributions from global leading experts, this vitalnew book:

• explores broader issues pertaining to journal publicationand the impacts on scholarly research and writing practicesfor students, supervisors and the academic publishingcommunity.

• takes up particular pedagogical problems and strategies,including curriculum and supervisory responses arisingfrom the ‘push to publish’.

• documents explicit experiences and practical strategies thatinform students, their supervisors, program coordinatorsand managers, academic developers and learning advisorsof effective pedagogical practices for the support ofwriting-for-publication during doctoral candidature.

Publishing Pedagogies for the Doctorate and Beyond is avital text for both supervisors and their doctoral students. Itwill guide them through these mounting pressures, andprovide ways to increase research publication outputs in aconsistent and systematic way.

January 2010: 234x156: 224ppHb: 978-0-415-48018-5: £80.00 US $160.00

Pb: 978-0-415-48019-2: £22.99 US $42.95


Becoming a Writing ResearcherAnn M. Blakeslee and Cathy Fleischer2007: 248ppHb: 978-0-8058-3996-8: £46.99 US $75.00

Pb: 978-0-8058-3997-5: £21.99 US $34.95


25SUPERVISING RESEARCH ACADEMIC WRITING


Academic Writing and PublishingA Practical Handbook

James Hartley, University of Keele, UK

Academic Writing and Publishing willshow academics (mainly in the socialsciences) how to write and publishresearch articles. Its aim is to supplyexamples and brief discussions ofrecent work in all aspects of the areain short, sharp chapters. It shouldserve as a handbook forpostgraduates and lecturers new topublishing. The book is written in areadable and lively personal style.The advice given is direct and basedon up-to-date research that goes

beyond that given in current textbooks. For example, thechapter on titles lists different kinds of titles and theirpurposes not discussed in other texts. The chapter onabstracts instructs the reader on writing structured abstractsfrom the start.

2008: 234x156: 208ppHb: 978-0-415-45321-9: £80.00 US $150.00

Pb: 978-0-415-45322-6: £19.99 US $37.95


Guide to Publishing a Scientific PaperAnn M. Körner, Professional editor and writer, USA

This book provides researchers in every field of thebiological, physical and medical sciences with all theinformation necessary to prepare, submit for publication,and revise a scientific paper.

2008: 216x138: 120ppHb: 978-0-415-45265-6: £70.00 US $120.00

Pb: 978-0-415-45266-3: £10.99 US $19.95


Critical ThinkingAn Exploration of Theory and Practice

Jennifer Moon, University of Bournemouth, UK2007: 234x156: 248ppHb: 978-0-415-41178-3: £80.00 US $155.00

Pb: 978-0-415-41179-0: £24.99 US $48.95


FORTHCOMING

The Routledge Doctoral Student’sCompanionGetting to Grips with Research in Education and theSocial Sciences

Edited by Pat Thomson and Melanie Walker, both atUniversity of Nottingham, UK

Series: Companions for PhD and DPhil Research

There are a burgeoning number of books available tosupport doctoral research – doing it guides and advicebooks, methods books, philosophy, ethics, analysis, gettingpublished. However, this extensive literature is difficult fordoctoral students to navigate and thus will not necessarilytake them forward in their projects. Uniquely, this book is acompanion to the many catalogues of texts now availablefor doctoral purchase.

Becoming a researcher involves engaging with a range ofideas and issues mediated through a particular researchproject. Doing a quality doctorate in contemporary timesrequires more than the technical skills required of a researchprocess; it involves coming to see oneself as a researcher andto take on a confident researcher identity. This book worksby exploring how identity/knowledge formation happenstogether. It addresses a set of interlocking and overlappingbig questions that ’sit’ behind the plethora of doctoral advicetexts and run through the practice of knowledge/identitywork.

With contributions from many of the key names involved inthe international education arena, this book will enablestudents to navigate their way through the vast library ofdoctoral and research books by bringing together questionsand solutions which are generally scattered through aplethora of texts and will help all full and part-time studentsundertaking doctorates in education and other cognatedisciplines become efficient researchers.

March 2010: 246x174: 384ppHb: 978-0-415-48411-4: £85.00Pb: 978-0-415-48412-1: £25.00• AVAILABLE AS AN INSPECTION COPYwww.routledge.com/9780415484121

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FORTHCOMING

The Routledge Doctoral Supervisor’sCompanionSupporting Effective Research in Education and theSocial Sciences

Edited by Pat Thomson and Melanie Walker, both atUniversity of Nottingham, UK

Series: Companions for PhD and DPhil Research

This book accompanies the Routledge Doctoral Student’sCompanion. The Routledge Doctoral Supervisor’s Companionplaces at its centre the interwoven questions of what itmeans to be a doctoral student in the social sciences, whatis involved in becoming and being a researcher and clearlyshows how the role of the supervisor is key to the student’spersonal development. It further details what researchcapabilities are key to confidence, quality and success.

In each chapter, having provided a framing for the questionunder discussion, given some history of the debates, andoffered a helpful lexicon through which to understand thetopics The Doctoral Supervisor’s Companion providesinformation about helpful resources and methodological andmethod support. In this way, it acts as a road map to theinternational literatures and best practice. This, together withthe diverse range of writers in the book, will ensure aninternational readership for the text.

This book will be a vital tool both for beginning andestablished supervisors and has the potential to be a key textfor all education and cognate disciplines. It is not focused onmethods and methodologies (other texts do that amply well)but addresses the sorts of questions that need to be takenup by developing researchers, debated and argued, as wellas providing pragmatic and practical thinking about how toaid students’ research/scholarly careers and identities.

The questions and issues raised are fundamental to thedoctorate and ones which the academic audience finds itselfdiscussing repeatedly. While there is no one solution to idealsupervision, this wide-ranging text offers proven solutionsthat will help supervisors develop their own personal style ofeffective supervision.

March 2010: 246x174: 384ppHb: 978-0-415-48413-8: £85.00Pb: 978-0-415-48414-5: £26.99www.routledge.com/9780415484145

Doing Your Undergraduate SocialScience DissertationKaren Smith, Malcolm Todd, Sheffield HallamUniversity, UK and Julia Waldman, University ofSouthampton, UK

Are you a final year social sciencestudent who has to do a dissertationor final year project?

Do you have no idea where to start?

If so, Doing Your UndergraduateSocial Science Dissertation is thebook for you, covering the wholedissertation journey from projectplanning to submission. Using amixture of useful information,exercises, practical strategies, casestudy material and further reading, it

helps you through the process, giving hints and tips onbeginning and managing your research project and workingwith your supervisors. Packed with proven practical advice,it also identifies many other sources of information andresources, making it your most dependable starting pointand guide on your dissertation journey. Also included arelinks to accompanying materials on the Routledge website.

The authors have extensive experience in teaching at alllevels in the social sciences, supervising social scienceundergraduates and dissertations.

February 2009: 216x138: 192ppHb: 978-0-415-46748-3: £65.00 US $110.00

Pb: 978-0-415-46749-0: £12.99 US $24.95


27ACADEMIC WRITING STUDY GUIDES FOR STUDENTS


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AAcademic Writing and Publishing . . . . . . . . . . . . . . . 26Action Learning in Schools. . . . . . . . . . . . . . . . . . . . . 21Action Research and Reflective Practice . . . . . . . . . . . 22Action Research in Teaching and Learning . . . . . . . . . 21Activity Theory in Practice . . . . . . . . . . . . . . . . . . . . . . 2Aitchison, Claire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Altrichter, Herbert . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Anderson, Lorin W. . . . . . . . . . . . . . . . . . . . . . . . . . . 19Anyon, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Arts-Based Research in Education . . . . . . . . . . . . . . . . 6Atkinson, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Aubusson, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Authentic Dissertation, The . . . . . . . . . . . . . . . . . . . . . 5

BBaek, John Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Barron, Brigid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Barton, Keith C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Basics Series, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Bathmaker, Ann-Marie. . . . . . . . . . . . . . . . . . . . . . . . 11Becoming a Teacher Researcher in Literacy Teaching

and Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Becoming a Teacher through Action Research . . . . . . 20Becoming a Writing Researcher . . . . . . . . . . . . . . . . . 25Beginning Research . . . . . . . . . . . . . . . . . . . . . . . . . . 10Beyond Reflective Practice . . . . . . . . . . . . . . . . . . . . . . 3Birr Moje, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 20Black-Hawkins, Kristine . . . . . . . . . . . . . . . . . . . . . . . . 9Blakeslee, Ann M. . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Boud, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Bradbury, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Brice Heath, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . . 18Brown, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Brown, Launcelot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Burns, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

CCahnmann-Taylor, Melisa . . . . . . . . . . . . . . . . . . . . . . . 6Camilli, Gregory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Campbell, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . 13, 19Carmichael, Patrick . . . . . . . . . . . . . . . . . . . . . . . . . . 12Carr, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Causation in Educational Research. . . . . . . . . . . . . . . . 3Changing Practices of Doctoral Education . . . . . . . . . 25Christensen, Pia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Cohen, Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Cole, Kim Marie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Coleman, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Companions for PhD and DPhil Research Series . . 26, 27Connecting Inquiry and Professional Learning in

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Connolly, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Construction of Statistics and Numbers, The . . . . . . . 13Contexts of Learning Series . . . . . . . . . . . . . . . . . . . . 19Cousin, Glynis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Critical Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Cultural-Historical Perspectives on Teacher Education

and Development . . . . . . . . . . . . . . . . . . . . . . . . . . 10Cumming, Alister. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

DDaniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 9Delamont, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Designing Socially Just Learning Communities . . . . . . 22Doing Action Research in English Language Teaching 23Doing Research/Reading Research . . . . . . . . . . . . . . . . 3Doing Visual Research with Children and Young People7Doing Your Undergraduate Social Science Dissertation27Dowling, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Drake, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Dressman, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

EEducation Research On Trial. . . . . . . . . . . . . . . . . . . . 16Educational Research and Policy-Making . . . . . . . . . . 19Edwards, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 10Ellis, Viv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Elmore, Patricia B. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Enciso, Patricia E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Engeström, Yrjo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Ercikan, Kadriye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17E-Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3ESL and Applied Linguistics Professional Series. . . . . . 23Ethical Approach to Practitioner Research, An . . . . . . 19Ethnographies Revisited . . . . . . . . . . . . . . . . . . . . . . . 14Ethnography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Ethnography in Social Science Practice. . . . . . . . . . . . 10Evaluator’s Cookbook, The. . . . . . . . . . . . . . . . . . . . . . 7Ewing, Robyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Exploring Educational Research Literacy . . . . . . . . . . . . 9Exploring Learning, Identity and Power through

Life History and Narrative Research . . . . . . . . . . . . . 11

FFahey, Johannah . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Feldman, Allan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Field, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Fieldwork in Educational Settings. . . . . . . . . . . . . . . . 10Fleischer, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Foreman-Peck, Lorraine . . . . . . . . . . . . . . . . . . . . . . . 12Foundations and Futures of Education Series . . . . . . . 11Four Arrows. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Fox, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Frost, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

INDEX28


+44 (0)1235 400524OrderNow!

Fax: +44 (0)20 7017 6699

GGallacher, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Gallagher, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . 17Gallagher, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Gardner, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Gast, David L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Generalizing from Educational Research . . . . . . . . . . 17Globalizing the Research Imagination . . . . . . . . . . . . 17Goldman, Ricki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Green, Judith L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Grossman, David L. . . . . . . . . . . . . . . . . . . . . . . . . . . 23Groundwater-Smith, Susan . . . . . . . . . . . . . . . . . 13, 19Guide to Publishing a Scientific Paper . . . . . . . . . . . . 26

HHadfield, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Hammer, Svein. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Hammersley, Martyn . . . . . . . . . . . . . . . . . . . . . . . . . . 9Hancock, Gregory R. . . . . . . . . . . . . . . . . . . . . . . . . . . 1Handbook of Complementary Methods in

Education Research . . . . . . . . . . . . . . . . . . . . . . . . . 10Handbook of Design Research Methods in Education . 7Harnett, Penelope . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Hartley, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Haw, Kaye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Heath, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Helping Doctoral Students Write . . . . . . . . . . . . . . . . 25Henning, John E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Herman, Johanna . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Hermeneutics, History and Memory . . . . . . . . . . . . . . 11Hoban, Garry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Horsley, Katrice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Howard-Jones, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Howell Major, Claire . . . . . . . . . . . . . . . . . . . . . . . . . . 2Hui, Ming-Fai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

IImproving Teacher Education through Action Research23Ingram, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Inquiry and Pedagogy Across Diverse

Contexts Series . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 18Inquiry, Data, and Understanding. . . . . . . . . . . . . . . . 19Introducing Neuroeducational Research . . . . . . . . . . . . 4Introduction to Qualitative Research Synthesis, An. . . . 2

JJackson, Alecia Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8James, Allison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Jankowski, Nicholas W. . . . . . . . . . . . . . . . . . . . . . . . . 3Jones, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

KKaczynski, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Kalmbach Phillips, Donna. . . . . . . . . . . . . . . . . . . . . . 20Kamler, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Kelly, Anthony E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Kelly, James L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Kenway, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Kilminster, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3King, John C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Kleinknecht, Steven W. . . . . . . . . . . . . . . . . . . . . . . . 14Knowledge Production . . . . . . . . . . . . . . . . . . . . . . . 19Körner, Ann M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Kouritzin, Sandra G. . . . . . . . . . . . . . . . . . . . . . . . . . 18Kramer, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

LLanguage, Learning and Context . . . . . . . . . . . . . . . . 11Lareau, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Lee, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Leki, Ilona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesh, Richard A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Levstik, Linda S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Lewis, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Literary for Social Justice Teacher Research Group . . . 22Lowe, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Ludvigsen, Sten R. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Luttrell, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

MMacfarlane, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Manion, Lawrence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Martin-Ortega, Olga . . . . . . . . . . . . . . . . . . . . . . . . . 16Mazzei, Lisa A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8McCabe, Angus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Mccormick, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . 12McDougall, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Mcintosh, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Mcintyre, Donald . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9McLaughlin, Colleen . . . . . . . . . . . . . . . . . . . . . . . . . . 9McMullen, Cathi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Mcniff, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Mertova, Patricie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Mertus, Julie A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Methodological Dilemma, The . . . . . . . . . . . . . . . . . . 17Models in Statistical Social Research . . . . . . . . . . . . . 12Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Mork Lomell, Heidi . . . . . . . . . . . . . . . . . . . . . . . . . . 13Morrison, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 3Mosley, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Mueller, Ralph O. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Multi-Sited Ethnography . . . . . . . . . . . . . . . . . . . . . . 12Murnane, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

NNetworking Practitioner Research . . . . . . . . . . . . . . . . 9Norman, Renee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Norton, Lin S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

29INDEX


OO’Donoghue, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . 10On Ethnography . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

PPaltridge, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Pappas, Christine C.. . . . . . . . . . . . . . . . . . . . . . . . . . 21Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Piper, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Piquemal, Nathalie A.C. . . . . . . . . . . . . . . . . . . . . . . 18Planning Your Qualitative Research Project . . . . . . . . 10Posch, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Potts, Anthony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Practitioner Research at Doctoral Level. . . . . . . . . . . . 24Procter, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Publishing Pedagogies for the Doctorate and Beyond 25Puddephatt, Antony . . . . . . . . . . . . . . . . . . . . . . . . . 14

QQualitative Educational Research . . . . . . . . . . . . . . . . . 4Qualitative Research . . . . . . . . . . . . . . . . . . . . . . . . . 18Qualitative Research in International Settings. . . . . . . . 5Quantitative Data Analysis in Education . . . . . . . . . . . . 9

RRadical Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Ranis, Sheri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Raymond-Tucker, Eli . . . . . . . . . . . . . . . . . . . . . . . . . . 21Reframing Sociocultural Research on Literacy. . . . . . . 20Research Methods in Education . . . . . . . . . . . . . . . . . . 1Research Methods: The Basics . . . . . . . . . . . . . . . . . . . 1Research Process in Classroom Discourse Analysis, The20Research With Children . . . . . . . . . . . . . . . . . . . . . . . . 6Researching and Understanding Educational Networks12Researching Creative Learning . . . . . . . . . . . . . . . . . . . 1Researching Education from the Inside . . . . . . . . . . . 18Researching History Education . . . . . . . . . . . . . . . . . . 17Researching IT in Education . . . . . . . . . . . . . . . . . . . . 15Researching Learning in Higher Education . . . . . . . . . . 7Researching Sex and Lies in the Classroom . . . . . . . . 14Researching Transitions in Lifelong Learning. . . . . . . . 15Researching Violence, Democracy and

the Rights of People . . . . . . . . . . . . . . . . . . . . . . . . 16Researching with Integrity . . . . . . . . . . . . . . . . . . . . . 18Reviewer’s Guide to Quantitative Methods in the Social

Sciences, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Reynolds, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Rodrigues, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Rohwer, Goetz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Roth, Wolff Michael. . . . . . . . . . . . . . . . . . . . . . . 11, 17Routledge Advances in Research Methods Series . . 3, 12Routledge Doctoral Student’s Companion, The . . . . . 26

Routledge Doctoral Supervisor’s Companion, The . . . 27Routledge Research in Education Series . . . . . . . . . . . 23

SSaetnan, Ann R.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Saunders, Lesley . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Savin-Baden, Maggi . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Schostak, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 16Schostak, John F. . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 16Schwandt, Thomas A. . . . . . . . . . . . . . . . . . . . . . . . . 19Scott-Jones, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Sefton-Green, Julian . . . . . . . . . . . . . . . . . . . . . . . . . . 1Shaffir, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Shank, Gary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Siegesmund, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . 6Sikes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 18Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Single-Subject Research Methodology in

Behavioral Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . 5Smagorinsky, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . 10Smith, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Somekh, Bridget . . . . . . . . . . . . . . . . . . . . . . . . . 19, 24Sriram, Chandra Lekha . . . . . . . . . . . . . . . . . . . . . . . 16Starfield, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Statistical Modelling for Social Researchers . . . . . . . . . 8Stephens, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Stone, Jody M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Street, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Surviving Field Research. . . . . . . . . . . . . . . . . . . . . . . 16Synthesis of Research on Second Language Writing in

English, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

TTarling, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Teachers Investigate Their Work . . . . . . . . . . . . . . . . . 24Teaching, Learning and Research in Higher Education . 6Tennant, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Theory and Educational Research. . . . . . . . . . . . . . . . 19Thesis and Dissertation Writing in a Second Language25Thomson, Pat . . . . . . . . . . . . . . . . . . . . 1, 7, 25, 26, 27Todd, Malcolm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Townsend, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Trent Jacobs, Don . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

UUsing Action Research to Improve Instruction . . . . . . 24Using Analytical Frameworks for Classroom Research 13Using Educational Research to Inform Practice . . . . . . 12Using Narrative Inquiry as a Research Method . . . . . . . 9Using Social Theory in Educational Research . . . . . . . 19

INDEX30


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VVideo in Social Science Research . . . . . . . . . . . . . . . . . 2Video Research in the Learning Sciences . . . . . . . . . . 10Visible Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Voice in Qualitative Inquiry . . . . . . . . . . . . . . . . . . . . . 8von Hellermann, Pauline . . . . . . . . . . . . . . . . . . . . . . 12Vygotsky and Research . . . . . . . . . . . . . . . . . . . . . . . . 9

WWaldman, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Walker, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27Walliman, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Walters, Pamela B. . . . . . . . . . . . . . . . . . . . . . . . . . . 16Watt, Sal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Webster, Leonard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Whitehead, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Winch, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . 12

YYou and Your Action Research Project . . . . . . . . . . . . 23

ZZuengler, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Zukas, Miriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

31INDEX


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