Routledge Education Research Methodseducationcity.weebly.com/uploads/4/4/5/1/4451099/... ·...

ResearchMethodsEducation and Social Sciences

Routledge Education

New

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2008/2009

www.routledge.com/education

CONTENTSKey Textbooks . . . . . . . . . . . . . . . . . . . . .1

General Research Methods . . . . . . . . . . . .7

Curriculum Studies . . . . . . . . . . . . . . . . .15

Issues in Research . . . . . . . . . . . . . . . . . .16

Action Research . . . . . . . . . . . . . . . . . . .21

Academic Writing . . . . . . . . . . . . . . . . . .24

Supervising Research . . . . . . . . . . . . . . .25

Study Guides . . . . . . . . . . . . . . . . . . . . .26

Index . . . . . . . . . . . . . . . . . . . . . . . . . . .27

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

CONTACT DETAILS

EDITORIALPhilip [email protected]

UK, EUROPE AND REST OF WORLDMARKETINGAnnHelen ParkerMarketing Manager: Routledge [email protected]

US MARKETINGLori KellyMarketing Manager: [email protected]

Trade customers’ representatives, agents and distributionFor a list of all trade customers’ representatives,agents and distributors for UK, Rest of World,North America and South America visit:http://www.routledge.com/representatives


Dear Colleagues

Welcome to the Routledge ResearchMethods Catalogue where you will findnew and forthcoming books to assist youin your research as well as information onsome key best-selling books from ourbacklist.

As you will see our books range frompractical textbooks ideal for studentsmaking their first steps in research, up toguides to help professional researcherskeep abreast in this rapidly changing field.

We are always pleased to receivefeedback on our publishing as well asideas for new books. I’d be very keen tohear of any gaps you spot in ourpublishing and also details of any ideasyou have for books you would personallylike to write. The “info” tab on ourwebsite www.routledge.com/educationhas “Information for Authors” which mayhelp you to shape your ideas. We plan tobuild the Routledge Research Methods listinto the most vibrant and up-to-daterange available. Please help us to achievethis.

Best wishes

Philip [email protected]

Orders can be made:

• On the order form printed in thiscatalogue

• By calling +44 (0) 1235 400524 for creditcard orders

• Via the internet atwww.routledge.com/education.

For an Inspection Copy Request*:

• Complete the order form printed in thiscatalogue

* only titles marked ‘Available as anInspection Copy’

Artwork on cover by Phillip Prince

WELCOME TO THE 2008/2009

RESEARCH METHODSCATALOGUE

’Research Methods in Education contains muchtheoretical material, but this is supported by manypractical examples and down-to-earth guidance. It isvery clearly written, and demystifies the theoryaspects of education research. The 200 pages ofsupplementary material is particularly practicallyfocused, and is a substantial improvement on theprevious edition of the book - if you already have acopy of the 5th edition, I would suggest you considerupgrading ... If you plan to undertake seriouseducational research in your discipline, ResearchMethods in Education is an invaluable addition to yourbookshelf.’ – Bioscience Education, The Higher EducationAcademy

This fully updated sixth edition of the international bestsellerResearch Methods in Education covers the whole range ofmethods currently employed by educational research at allstages. It is divided into five main parts: the context ofeducational research; planning educational research; styles ofeducational research; strategies for data collection andresearching; and data analysis. The book also containsreferences to a comprehensive dedicated website ofaccompanying materials.

The sixth edition includes new material on:

• complexity theory, ethics, sampling and sensitiveeducational research

• experimental research, questionnaire design andadministration with practical guidance

• qualitative and quantitative data analysis, with practical examples

• 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 visitwww.routledge.com/textbooks/9780415368780

Selected Contents:

Part 1: The Context of Educational Research 1. The Nature of Inquiry

Part 2: Planning Educational Research2. The Ethics of Educational and Social Research 3. PlanningEducational Research 4. Sampling 5. Sensitive EducationalResearch 6. Validity and Reliability

Part 3: Styles of Educational Research7. Naturalistic and Ethnographic Research 8. Historical andDocumentary Research 9. Surveys, Longitudal, Cross-Sectionaland Trend Studies 10. Internet-Based Research and ComputerUsage 11. Case Studies 12. Ex Post Facto Research 13. Experiments, Quasi-Experiments, Single-Case Research andMeta-Analysis 14. Action Research

Part 4: Strategies for Data Collection and Researching15. Questionnaires 16. Interviews 17. Accounts 18. Observation 19. Tests 20. Personal Constructs 21. Role Playing

Part 5: Data Analysis 22. Approaches to Qualitative Data Analysis 23. ContentAnalysis and Grounded Theory 24. Quantative Data Analysis25. Multi-Dimensional Measurement and Factor Analysis 26. Choosing a Statistical Test2007: 246 x 189: 656ppHb: 978-0-415-37410-1: £85.00 US $170.00

Pb: 978-0-415-36878-0: £24.99 US $47.95

eBook: 978-0-203-02905-3• AVAILABLE AS AN INSPECTION COPY

1KEY TEXTBOOKS

E-mail: [email protected] www.ebookstore.tandf.co.ukfor more information eBooks are only available to order online

BESTSELLER6TH EDITION

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

NEW2ND 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.

Selected Contents: Introduction: Researching Children andChildhood: Cultures of Communication 1. Subjects, Objectsor Participants? Dilemmas of Pyschological Research withChildren 2. The Child as a Social Actor in Historical Sources:Problems of Identification and Interpretation 3. Macroanalysisof Childhood 4. Children as Respondents: The Challenge forQuantitative Methods 5. Conversations with Children:Working with Generational Issues 6. The Development ofParticipatory Techniques: Facilitating Childrenís Views aboutDecisions which Affect Them 7. Childhood Diversity andCommonality: Some Methodological Insights 8. Race, Genderand Critical Reflexivity in Research with Young Children 9. Research with Children in War-Affected Areas 10. CriticalOmissions, How Street Children Studies can AddressSelf-Destructive Agency 11. Disabled Children, Ethnographyand Unspoken Understandings: The Collaborative Constructionof Diverse Identities 12. Entering and Observing in ChildrenísWorlds: a Reflection on a Longitudinal Ethnography of EarlyEducation in Italy 13. Listening to Children: and Hearing Them14. Children as Researchers: Participation Rights and ResearchMethodsMarch 2008: 234 x 156: 312ppHb: 978-0-415-41683-2: £80.00 US $145.00

Pb: 978-0-415-41684-9: £22.99 US $42.95


FORTHCOMING IN 20092ND EDITION

Doing Research/Reading ResearchA Mode of Interrogation for Education

Dr Paul Dowling and Andrew Brown, both atInstitute of Education, University of London, UK

This best-selling text provides a scheme which enables thebeginning researcher to organize and evaluate the researchthat they read and to plan and implement small scaleresearch projects of their own. The authors also givestructured, practical guidance on the development of aresearch question, techniques of data collection, qualitativeand quantitative forms of analysis, and the writing anddissemination of research.

Andrew Brown and Paul Dowling have been activeresearchers in educational studies for nearly twenty years.They have also supervised numerous doctoral and mastersdissertations and taught research methods programmes invarious higher education institutions around the world aswell as in the Institute of Education, University of London.

April 2009: 246 x 174: 200ppHb: 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

KEY TEXTBOOKS2

www.routledge.com/educationSee Order Form at the centre of this Catalogue

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NEW

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

Visual media offer powerfulcommunication opportunities. DoingVisual Research with Children andYoung People explores themethodological, ethical,representational and theoreticalissues surrounding image-basedresearch and provides well-arguedand illustrated resources to guidenovice and experienced researchersthrough the challenges as well as thebenefits of visual research.

New digital technologies have madeit easier and cheaper to work with visual media. PatThomson brings together an international body ofresearchers working at the forefront of the field with a rangeof media to produce research data and communicatefindings. Situating their discussions of visual researchapproaches within the context of actual research projects incommunities and schools, the book offers practical pointersto the conduct of research and covers a range of importantissues.

Doing Visual Research with Children and Young Children willbe an ideal guide for researchers both at undergraduate andpostgraduate level across disciplines. It will also act as an up-to-minute resource on this rapidly changing approach forpractitioners working in the field.

Selected Contents: 1. Introduction 2. Teaching Children toUse Visual Research Methods 3. Gender and Being ‘Bad’:Inner-City Students’ Photographs 4. ‘Play in Focus’: ChildrenResearching their own Spaces and Places for Play 5. Researching Children’s Narratives Creatively throughDrawings 6. Visual Research with Young People to Explore Sexand the Media 7. Video Diaries 8. Looking through the Lensof a Camera in the Early Childhood Classroom 9. Visual Voicein Classrooms; Practical, Ethical & Methodological Issues 10. Visual Narrative and Diversity in our Classroom: DigitalReadings of Policy 11. ’Voice’ and Video: Seen, Heard andListened to? 12. Dialogues with Artists: Getting to Grips withChildren’s Self Portraits 13. Ethics & Visual Research 14. TheNeed for a New EthicsMay 2008: 234 x 156: 240ppHb: 978-0-415-43109-5: £75.00 US $150.00

Pb: 978-0-415-43110-1: £22.99 US $42.95


NEW

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

Selected Contents: Introduction: The power of social theoryfor educational research 1. Reading social theory 2. Socialtheory and the rhetoric of educational research 3. Framingresearch theoretically 4. Writing with social theory 5. Socialtheory and the production of general educational knowledgeMarch 2008: 234 x 156: 184ppHb: 978-0-415-43640-3: £75.00 US $150.00

Pb: 978-0-415-43641-0: £19.99 US $37.95


3KEY TEXTBOOKS


NEW

Theory and Educational ResearchToward Critical Social Explanation

Edited by Jean Anyon, CUNY Graduate Center, USA

Most empirical researchers avoid theuse of theory in their studies,providing data but little or no socialexplanation. Theoreticians, on theother hand, rarely test their ideaswith empirical projects. As thisgroundbreaking volume makes clear,however, neither data nor theoryalone is adequate to the task ofsocial explanation-rather they formand inform each other as the inquiryprocess unfolds. Theory andEducational Research bridges the

age-old theory/research divide by demonstrating howresearchers can use critical social theory to determineappropriate empirical research strategies, and extend theanalytical, critical – and sometimes emancipatory – power ofdata gathering and interpretation.

Each chapter models a theoretically informed empiricism thatplaces the data research yields in constant conversation withtheoretical arsenals of powerful concepts. Personalreflections following each chapter chronicle the contributors’trajectories of struggle and triumph utilizing theory and itspowers in research. In the end this rich collection teacheseducation scholars how to deliberately engage with criticalsocial theory in research to produce work that issimultaneously theoretically inspired, politically engaged, andempirically evocative.

July 2008: 229 x 152: 216ppPb: 978-0-415-99042-4: £17.99 US $32.95


Radical ResearchDesigning, Developing and Writing Research to Make a Difference

John Schostak, Manchester Metropolitan University, UKand Jill Schostak, University of East Anglia, UK

Radical Research explores the viewthat research is not a neutral tool tobe employed without bias in thesearch for truth. Rather the radicalroots of research are to be seen inthe focus on freedom andemancipation from blind allegianceto tradition, ‘common sense’,religion, or powerful individuals andorganisations.

Radical Research introduces anddraws upon leading contemporarydebates and data gathered from a

diversity of funded projects in; health, education, policetraining, youth and community, schools, business, and theuse of information technology.

This book presents a radical view of research in a way thatenables both beginner and the experienced professionalresearcher to explore its approaches in the formation of theirown views and practices. It progressively leads the readerfrom discussions of case studies to critical explorations of thephilosophical and methodological concepts, theories andarguments that are central to contemporary debates. Inessence, this book shows how to design, develop and writeradical research under conditions where ‘normal’ researchrules apply and it offers a ground-breaking and provenalternative to traditional research techniques.

Selected Contents: Introduction 1. Bodies in Chains 2. Unchaining, Deconstruction and the Intertextual 3. Fragmenting and Re-Framing Bodies 4. Incarnating/Incorporating Data as Understanding and Explanation 5. Events of Transposition 6. Power, Rights and the Real 7. (Il)legitimate Knowledge(s): Wrongs and Injuries 8. Provocative Identities, Radical Edges: Difference, Diversityand the Same 9. Universalising the Singular(s): Designing theRadical Game 10. W/ri(gh)ting Fashions2007: 234 x 156: 304ppHb: 978-0-415-39927-2: £80.00 US $160.00

Pb: 978-0-415-39928-9: £23.99 US $45.95


KEY TEXTBOOKS4


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Quantitative Data Analysis inEducationA Critical Introduction Using SPSS

Paul Connolly, Queens University Belfast, UK

’Thank you! In his bookQuantitative Data Analysis Acritical introduction using SPSS,Professor Paul Connolly hasproduced a masterpiece forresearchers who ’Don’t donumbers’, and have foundthemselves having amassed adesk full of quantitative datanow needing analysisEmpathetic, incredulous,ingenious! ... I have no hesitation

in recommending this book to students andresearchers who need a working knowledge of usingSPSS.’ – ESCalate, Higher Education Academy

This book provides a refreshing and user-friendly guide toquantitative data analysis in education for students andresearchers. It assumes absolutely no prior knowledge ofquantitative methods or statistics. Beginning with the verybasics, it provides the reader with the knowledge and skillsnecessary to be able to undertake routine quantitative dataanalysis to a level expected of published research.

Rather than focusing on teaching statistics throughmathematical formulae, the book places an emphasis onusing SPSS to gain a real feel for the data and an intuitivegrasp of the main concepts and techniques involved.Drawing extensively upon up-to-date and relevant examples,the reader will be encouraged to think critically aboutquantitative research and its potential as well as itslimitations in relation to education.

The book will therefore appeal not only to undergraduateand postgraduate students but also to more established andseasoned educational researchers and lecturers andprofessors who have tended to avoid or shy away fromquantitative methods.

Selected Contents: Who is this book for and what is itabout? 1. Getting Started with SPSS 2. Exploring, Displayingand Summarising Data 3. Analyzing Relationships BetweenVariables 4. Good Practice in Presenting Findings 5. Confidence Intervals and Statistical Significance 6. Conducting Statistical Tests and Calculating Effect Sizes 7. Where Next? 2007: 246 x 174: 288ppHb: 978-0-415-37297-8: £80.00 US $160.00

Pb: 978-0-415-37298-5: £19.99 US $37.95


Planning Your Qualitative Research ProjectAn Introduction to Interpretivist Research inEducation

Tom O’Donoghue, University of Western Australia

This is a key text for any studentembarking on a qualitative researchproject, it provides worked examplesand valuable models which can beused as guides for plans andproposals, answering key questionsand providing a comprehensiveguide to a student’s project.

It shows that when planning aqualitative research proposal,researchers should adopt anapproach where they ask themselvesthe following four questions:

• What research paradigm informs my approach to myresearch area?

• What theoretical perspective do I choose within theparadigm?

• What methodology do I choose?

• What methods are most appropriate?

Including examples of the write-up of two central types ofresearch projects: studies on participants’ ‘perspectives’ onphenomena and studies on how participants manage or‘cope with’ phenomena, the book outlines five researchproposals to illustrate ways in which these two central‘types’ can be varied and applied when engaging in fiveother types of studies, namely, policy studies, life historystudies, retrospective interactionist longitudinal studies andinteractionist historical studies, and ‘problem-focused’studies.

2006: 234 x 156: 240ppHb: 978-0-415-41484-5: £80.00 US $160.00

Pb: 978-0-415-41485-2: £19.99 US $37.95


5KEY TEXTBOOKS


Beginning ResearchA Guide for Foundation Degree Students

Michelle Lowe, Staffordshire University, UK

’In Beginning Research theauthor has succeeded in hermission to provide a practicalresource which demystifies theresearch process and puts thetools of research firmly in thehands of the practitioner. Highlyrecommended.’ – Early YearsUpdate

’An extremely useful andpractical book for foundationdegree students. Highly

recommended.’ – Dr Les Garner, University of Greenwich,UK

Researchers in education are interested in the study oflearners, teachers, professional support staff, parents andother participants in schools and other educationalinstitutions. To be effective, research needs to be carried outin a systematic way and should contribute to what is known.If you are interested in education research and want to learnhow to become an effective researcher, then this step-by-step guide is for you. For many students the first researchproject is the most daunting but this book will help ensureits success.

Beginning Research is a practical toolkit of resources that willenable students to plan, conduct and follow up researcheffectively. It contains information on the range of methodsavailable to researchers and introduces some of the keyconcepts associated with education research and thetheoretical background against which it currently takesplace. Designed for anyone working in an education setting,by reading through each chapter and completing theassociated tasks you will be able to work through each stageof the research process.

Selected Contents: 1. Introduction: What is Research andWhy Should We Do It? 2. Ethical Issues in Research 3. YourPersonal Research: Framing Your Research 4. Before Research:Using the Literature and Other Sources 5. Looking atResearch: Questionnaires 6. Doing Research: A Practical Guideto Questionnaire Design 7. Looking at Research: Observations8. Doing Research: Managing Observations 9. Looking atResearch: Interviews 10. Doing Research: SuccessfulInterviewing 11. Analysing Research 12. Presenting ResearchFindings: Putting it all Together2006: 246 x 174: 168ppHb: 978-0-415-40980-3: £70.00 US $140.00

Pb: 978-0-415-40981-0: £17.99 US $33.95


Becoming a Writing ResearcherAnn M. Blakeslee and Cathy Fleischer, both atEastern Michigan University, USA

Becoming a Writing Researchereffectively guides students throughthe stages of conducting qualitativewriting research, from the initial stepof seeing themselves as researchers,to identifying research questions,selecting appropriate tools,conducting the research, andinterpreting and reporting thefindings. Authors Ann M. Blakesleeand Cathy Fleischer describe various

qualitative methods and provide readers with examples ofreal-world applications. Exercises and activities, as well asanecdotes from both novice and seasoned researchers, serveto acquaint readers thoroughly with the practice of carryingout research for scholarly or professional purposes.

The textbook introduces students to research methods in agradual and contextualized manner. Each chapter opens witha discussion of general issues regarding a particular portionof the research process, followed by a consideration of thevarious physical, conceptual, and strategic tools that allow abeginning researcher to conduct that part of the process.Sections within each chapter also cover:

• personal and theoretical perspectives and biases thatinfluence specific stages of the research process

• ethical issues associated with phases of the research process

• the identity, ethos, and experiences of the researcher.

2007: 248ppHb: 978-0-8058-3996-8: £45.00 US $69.95

Pb: 978-0-8058-3997-5: £18.99 US $29.95


KEY TEXTBOOKS6


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NEW

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

Edited by Anthony Eamonn Kelly, George MasonUniversity, Virginia, USA, Richard A. Lesh, IndianaUniversity, USA and John Y. Baek, George MasonUniversity, Virginia, USA

The Handbook of Design ResearchMethods in Education - the definingbook for the field - fills a need inhow to conduct design research bythose doing so right now. Thechapters represent a broad array ofinterpretations and examples of howtoday’s design researchersconceptualize this emergentmethodology across areas as diverseas educational leadership, diffusionof innovations, complexity theory,

and curriculum research.

This volume is designed as a guide for doctoral students,early career researchers and cross-over researchers fromfields outside of education interested in supportinginnovation in educational settings through conductingdesign research.

June 2008: 254 x 178Hb: 978-0-8058-6058-0: £135.00 US $260.00

Pb: 978-0-8058-6059-7: £60.00 US $94.95

eBook: 978-1-4106-1794-1

Handbook of ComplementaryMethods in Education ResearchEdited by Judith L. Green, University of California atSanta Barbara, USA, Gregory Camilli, Rutgers, TheState University of New Jersey, USA and Patricia B. Elmore, Southern Illinois University, USA

’The book is an excellentresource for introducing studentsand faculty to the diversity ofresearch methods that areavailable for exploring andinvestigating educationalphenomena....a prize for newresearchers and seasonedindividuals who are alreadyconducting research in the notedareas of the text because itvalidates existing tools and

methods.’ – PsycCRITIQUES

The Handbook of Complementary Methods in EducationResearch is a successor volume to AERA’s earlier and highlyacclaimed editions of Complementary Methods for Researchin Education. More than any book to date (including itspredecessors), this new volume brings together the widerange of research methods used to study education andmakes the logic of inquiry for each method clear andaccessible. Each method is described in detail, including itshistory, its research design, the questions that it addresses,ways of using the method, and ways of analyzing andreporting outcomes.

2006: 254 x 178: 896ppHb: 978-0-8058-5932-4: £150.00 US $250.00

Pb: 978-0-8058-5933-1: £60.50 US $95.00

7GENERAL RESEARCH METHODS


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NEW

International Handbook of Survey MethodologyEdited by Edith D. De Leeuw and Joop J. Hox, both atUtrecht University, the Netherlands and Don A. Dillman, Washington State University, USA

Taking into account both traditionaland emerging modes, thiscomprehensive new Handbookcovers all major methodological andstatistical issues in designing andanalyzing surveys. With contributionsfrom the world’s leading surveymethodologists and statisticians, thisinvaluable new resource providesguidance on collecting survey dataand creating meaningful results.Featuring examples from a variety ofcountries, the book reviews such

things as how to deal with sample designs, write surveyquestions, and collect data on the Internet. A thoroughreview of the procedures associated with multiple modes ofcollecting sample survey information and applying thatcombination of methods that fit the situation best isincluded.

The International Handbook of Survey Methodology openswith the foundations of survey design, ranging from sourcesof error, to ethical issues. This is followed by a section ondesign that reviews sampling challenges and tips on writingand testing questions for multiple methods. Part threefocuses on data collection, from face-to-face interviews, toInternet and interactive voice response, to special challengesinvolved in mixing these modes within one survey. Analyzingdata from both simple and complex surveys is then explored,as well as procedures for adjusting data. The book concludeswith a discussion of maintaining quality.

January 2008: 229 x 152: 560ppHb: 978-0-8058-5752-8: £55.00 US $99.95

Pb: 978-0-8058-5753-5: £18.95 US $34.95

NEW3RD EDITION

Strategies and Tactics of Behavioral Research James M. Johnston, Auburn University, USA and Henry S. Pennypacker, University of Florida, USA

Almost entirely rewritten and reformatted with many morelearning tools, this classic text now has even greater appealto today’s students. This edition features much morediscussion of how research methods are relevant forpractitioners, and many examples are based on field researchand service delivery scenarios.

This comprehensive treatment of single subject or within-subject design focuses on the strategic (the overall goal) andtactical (the methods and procedures) options available toinvestigators as they try to determine the most effective wayof addressing research questions. The authors guide readersto consider the rationale for different ways of measuringbehavior and designing experimental comparisons. At everypoint, the text explains the strengths and weaknesses ofalternative choices so that readers can make the bestdecision in each situation.

September 2008: 254 x 178: 344ppHb: 978-0-8058-5882-2: £35.00 US $65.00


FORTHCOMING IN 2009

Teaching, Learning, and Research in Higher EducationEnhancing Practice through Critique

Mark Tennant, Sydney University of Technology,Australia

Written to enhance the practice of teaching, learning, andresearch in higher education, this text offers a combinationof critical perspective and practical advice. Ideally suited forindividuals who are interested in learning how to enhancetheir practice through the analysis of critique. The aim is topromote a critical understanding of one’s own developingpractices, and offers advice on how to best position onself asa worker in contemporary academic life. At a practical levelthis means to continuously think about how to adjustpractice rather than following a formulaic approach derivedfrom any particular educational theory.

June 2009: 192ppHb: 978-0-415-96272-8: £70.00Pb: 978-0-415-96263-6: £22.99

GENERAL RESEARCH METHODS8


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FORTHCOMING IN 2009

Strategies for Researching Learning inHigher EducationAn Introduction to Contemporary Methods andApproaches

Glynis Cousin

Series: SEDA Series

A perfect resource for new lecturers, professional developers,researchers and graduate students; this book provides usefuland effective guidance for conducting teaching and learningresearch in Higher Education. This much-needed bookprovides a basic and comprehensive approach into theresearch methods which are now significantly improvingteaching and learning practices in many countries. It fullycovers the essential methodological and theoreticalfoundations needed to engage in Higher Education researchand offers a refreshingly light yet serious touch. Each chaptercombines a discussion of relevant theoretical concerns with‘how to’ guides and further reading suggestions.

Key themes are:

• epistemological and ethical frameworks

• qualitative data analysis

• focus group, semi-structured interviews and narrative inquiry

• case study research and ethnographic approaches

• action research and appreciative inquiry

• phenomenographic approaches and visual research methods

• researching threshold concepts

• evaluation research

February 2009 2008: 229 x 152: 204ppHb: 978-0-415-99164-3: £75.00 US $150.00

Pb: 978-0-415-99165-0: £22.99 US $45.98

eBook: 978-0-203-88458-4

NEW

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.

Students and tutors are presentedwith practical guidance for the kindof alternative dissertations that manyeducators believe are needed tomove Doctoral and Master’s levelwork beyond the limitations thatcurrently stifle authentic

contributions for a better world.

Drawing on his Cherokee/Creek ancestry and the Raramurishamans of Mexico the author explores how research canregain its humanist core and find its true place in the naturalorder once more. Four Arrows provides a degree of’credibility’ that will help graduate students legitimize theirideas in the eyes of more conservative university committees.This inspiring book will also help academics who sincerelywant to see these alternative forms but are concerned aboutthe rigor of ’alternative’ dissertation research andpresentation.

The featured dissertation stories tap into more diverseperspectives, more authentic experience and reflection, andmore creative abilities. They are, in essence, spiritualundertakings that:

• honour the centrality of the researcher’s voice, experience,creativity and authority

• focus more on important questions than on researchmethodologies per se

• reveal virtues (generosity, patience, courage, respect,humility, fortitude, etc.)

• regard the people’s version of reality

The goal of this book is not to replace the historical values ofacademic research in the western tradition, but to challengesome of these values and offer alternative ideas that stemfrom different, sometimes opposing values.

June 2008: 234 x 156: 240ppHb: 978-0-415-44222-0: £75.00 US $150.00

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




NEW

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

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

Participation is a vital element ofworking with children and youngpeople – ensuring that services aremeeting their needs as well aspromoting citizenship, resilience andgeneral well-being.

The Evaluator’s Cookbook contains 21participatory evaluation exercises foruse with children, young people andfamilies/community groups.Attractively and clearly presented, theexercises are very easy to use andcome with suggestions for use and

instructions on how to create the equipment needed. They willappeal to a wide range of people and can be used in a varietyof informal and formal settings and most of the exercises aresuitable for use with disabled children or children with specialneeds, as well as people with English as a second language. April 2008: 297 x 210: 64ppPb: 978-0-415-45341-7: £16.99 US $33.95

eBook: 978-0-203-92687-1

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, Australia

This book provides a much neededup-to-date introduction to the topic ofnarrative enquiry – which has seen agrowing interest in recent years.Narrative inquiry provides researcherswith a framework through which theycan investigate the ways humansexperience the world depictedthrough their stories. The book looksat how this method can effectively beapplied as a means of research in arange of contexts, including flexible,open and distance or workplacelearning. It demonstrates the value

and utility of employing narrative as a research tool in a rangeof teaching and learning settings and includes chapters onbackground, methodology and case studies to illustrate theapplication of narrative inquiry as a research method.2007: 234 x 156: 152ppHb: 978-0-415-37905-2: £80.00 US $160.00

Pb: 978-0-415-37906-9: £19.99 US $37.95

eBook: 978-0-203-94626-8

NEW

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

Edited by Alecia Youngblood Jackson, AppalachianState University, USA and Lisa A. Mazzei, ManchesterMetropolitan University, UK

Voice in Qualitative Inquiry is acritical response to conventional,interpretive, and critical conceptionsof voice in qualitative inquiry. Aselect group of contributors focuscollectively on the question, ’Whatdoes it mean to work the limits ofvoice?’ from theoretical,methodological, and interpretativepositions, and the result is aninnovative challenge to traditionalnotions of voice.

The thought-provoking book willshift qualitative inquiry away from uproblematically engagingin practices and interpretations that limit what ’counts’ asvoice and therefore data. The loss and betrayal of comfortand authority when qualitative researchers work the limits ofvoice will lead to new disruptions and irruptions in makingmeaning from data and, in turn, will add inventive andcritical dialogue to the conversation about voice inqualitative inquiry.

This compelling collection will challenge those who conductqualitative inquiry to think differently about how theycollect, analyze, and represent meaning using the voices ofothers, as well as their own.

September 2008: 234 x 156: 248ppHb: 978-0-415-44220-6: £75.00 US $150.00

Pb: 978-0-415-44221-3: £22.99 US $42.95

eBook: 978-0-203-89188-9



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Vygotsky and ResearchHarry Daniels, University of Bath, UK

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 ingiven, 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.

To aid understanding, chapters devoted to each area willprovide excellent accounts of specific studies which illustratethe underlying methodological principles and the specificmethods which are being deployed. In each caseassumptions and limitations are discussed. The bookconcludes with some proposals for future developments atboth methodological and conceptual levels.

2007: 234 x 156: 216ppHb: 978-0-415-39592-2: £75.00 US $150.00

Pb: 978-0-415-39593-9: £22.99 US $45.95

eBook: 978-0-203-89179-7

NEW

E-ResearchTransformation in Scholarly Practice

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

Series: Routledge Advances in Research Methods

No less than a revolutionary transformation of the researchenterprise is underway. This transformation extends beyondthe natural sciences, where ‘e-research’ has become themodus operandi, 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 andother features of e-research. This volume, which featuresrenowned scholars from across the globe who are active inthe social sciences and humanities, provides critical reflectionon the overall emergence of e-research, particularly on itsadoption and adaptation by the social sciences andhumanities.

December 2008: 229 x 152: 256ppHb: 978-0-415-99028-8: £60.00 US $95.00

Exploring Educational ResearchLiteracyGary Shank and Launcelot Brown, both at DuquesneUniversity, USA

Exploring Educational ResearchLiteracy offers beginning classroomteachers a comprehensiveintroduction to the topic ofeducational research literacy-that is,the ability to read educationalresearch articles in a systemic andcritical way. Many beginning teachereducation students are expected tobe familiar with the latest research intheir field, but are not necessarilyresearchers themselves. In fact, many

new students have had little exposure to educationalresearch.

In this accessible text, Gary Shank and Launcelot Brown givestudents step-by-step guidance through the often bafflingprocess of learning a new ’language’ of research methods.Using clear and friendly language, and employing simplearticles created to introduce students to important ideas inan engaging manner, Exploring Educational Research Literacygives students the tools to shift from being passiveconsumers of research to active and critical readers capableof evaluating research and judging the usefulness of thefindings for educational practice.

2007: 229 x 152: 264ppHb: 978-0-415-95526-3: £70.00 US $130.00

Pb: 978-0-415-95527-0: £20.99 US $37.95


Educational Design ResearchEdited by Jan Van den Akker, Koeno Gravemeijer,Susan McKenney and Nienke Nieveen, all atUniversity of Twente, the Netherlands

The field of design research has beengaining momentum over the last fiveyears, particularly in educationalstudies. As papers and articles havegrown in number, definition of thedomain is now beginning tostandardise. This book fulfils agrowing need by providing asynthesised assessment of the use ofdevelopment research in education.

2006: 234 x 156: 176ppHb: 978-0-415-39634-9: £80.00 US $160.00

Pb: 978-0-415-39635-6: £24.99 US $47.95

eBook: 978-0-203-08836-4



Networking Practitioner ResearchColleen McLaughlin, Kristine Black-Hawkins, andDonald McIntyre, all at University of Cambridge, UKand Andrew Townsend, University of Nottingham, UK

A complement to ResearchingSchools by the same authors, thisbook provides readers with a strongtheoretical framework for school-based research as well as valuableadvice on the ways in whichnetworks of specialist groups canwork together to create a broad-ranging approach to educationalresearch. Through a criticalexamination of existing research andcurrent thinking, the authors drawout implications for the effective

policy and practice of school-based research.

Illustrated throughout with case studies and including a fulland detailed literature review, this book will be a vitalresource for all academics pursuing research into education.

2007: 234 x 156: 256ppHb: 978-0-415-38845-0: £75.00 US $150.00

Pb: 978-0-415-38846-7: £23.99 US $42.95

eBook: 978-0-203-08611-7

Researching SchoolsStories from a Schools-University Partnership forEducational Research

Colleen McLaughlin, Kristine Black-Hawkins, Sue Brindley, Donald McIntyre and Keith Taber, allat University of Cambridge, UK

Presenting the work of a highlyinnovative partnership between theUniversity of Cambridge Faculty ofEducation and eight secondaryschools, this book explores thisnetworked learning communitywhich has helped to define the useand production of educationalknowledge and research within andbetween various partners.

2006: 234 x 156: 224ppHb: 978-0-415-38841-2: £80.00 US $160.00

Pb: 978-0-415-38842-9: £24.99 US $47.95

eBook: 978-0-203-08610-0

Video Research in the Learning SciencesEdited by Ricki Goldman, New York University, USARoy Pea, Brigid Barron, both at Stanford University,USA and Sharon J. Derry, University of Wisconsin-Madison, USA

Video Research in the LearningSciences is a comprehensiveexploration of key theoretical,methodological, and technologicaladvances concerning uses of digitalvideo-as-data in the learningsciences as a way of knowing aboutlearning, teaching, and educationalprocesses. The aim of thecontributors, a community ofscholars using video in their ownwork, is to help usher in videoscholarship and supportivetechnologies, and to mentor video

scholars, so that video research will meet its maximumpotential to contribute to the growing knowledge baseabout teaching and learning.

This volume contributes deeply to both to the science oflearning through in-depth video studies of humaninteraction in learning environmentsówhether classrooms orother contextsóand to the uses of video for creatingdescriptive, explanatory, or expository accounts of learningand teaching.

Video Research in the Learning Sciences is intended forresearchers, university faculty, teacher educators, andgraduate students in education, and for anyone interested inhow knowledge is expanded using video-based technologiesfor inquiries about learning and teaching.Visit the Web site affiliated with this book:www.videoresearch.org

2007: 246 x 174: 624ppHb: 978-0-8058-5359-9: £100.00 US $180.00

Pb: 978-0-8058-5360-5: £42.50 US $59.95

eBook: 978-1-4106-1619-7



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3RD EDITION

Intermediate StatisticsA Modern Approach

James P. Stevens, University of Cincinnati, USA

This book offers comprehensivecoverage of one-way, power, andfactorial analysis of variance,repeated measures analysis, simpleand multiple regression, analysis ofcovariance, and HLM. Power analysisis an integral part of the book. Acomputer example of real dataintegrates many of the concepts.Highlights of the third editioninclude:

• a new chapter on hierarchicallinear modeling using HLM6

• a CD containing all of the book’s data sets

• new coverage of how to cross validate multiple regressionresults with SPSS and a new section on model selection(Chapter 6)

• more exercises in each chapter.

Intended for intermediate statistics or statistics II coursestaught in departments of psychology, education, business,and other social and behavioral sciences, a prerequisite ofintroductory statistics is required. An Instructor’s Resource isavailable upon adoption. Seewww.researchmethodsarena.com.

2007: 229 x 152: 472ppHb: 978-0-8058-5465-7: £65.00 US $99.95

Pb: 978-0-8058-5466-4: £35.00 US $59.95

3RD EDITION

Statistical ConceptsRichard G. Lomax

A Second Course

Instructor’s Resource materials are free upon adoption. View: www.researchmethodsarena.com.

2007: 254 x 178Pb (with CD): 978-0-8058-5850-1: £29.95 US $59.95


3RD EDITION

SPSS for Introductory StatisticsUse and Interpretation

George A. Morgan, Nancy L. Leech, Gene W. Gloeckner and Karen C. Barrett

‘The overarching focus...is onconducting research, from theinitial formulation of researchquestions to the interpretation ofstatistical results...Both booksachieve their stated aimsthoroughly and concisely and areappropriate SPSS supplementsfor introductory or intermediatestatistics courses.’ – The AmericanStatistician

2006: 279 x 216: 232ppPb: 978-0-8058-6027-6: £16.95 US $32.95


3RD EDITION

SPSS for Intermediate StatisticsUse and Interpretation

Nancy Leech, University of Colorado, Denver, USAKaren Barrett and George A Morgan, both atColorado State University, USA

’This book is an ideal supplementfor advanced courses inintermediate statistics or researchmethods found in departmentsof psychology, education, andother social and health sciences.Many of my Master’s students ...are a bit nervous about actuallycollecting and analyzing thedata. This text has helped themto keep the stats within view of

their research question.’ – Steven Knotek, Ph.D., BucknellUniversity

This inexpensive paperback is intended as a supplementaltext for advanced undergraduate or graduate courses onintermediate/advanced statistics and/or research methodstaught in departments of psychology, education, humandevelopment, and other applied and health sciences, and/orfor researchers in these areas looking to have a handyreference for SPSS.

Instructor’s Resource materials are free upon adoption. View: www.researchmethodsarena.com.

2007: 81/2x11: 264ppPb: 978-0-8058-6267-6: £18.50 US $32.50




Researching Second LanguageClassroomsSandra Lee McKay, San Francisco State University,Hillsborough, USA

Series: ESL & Applied Linguistics Professional Series

’...An excellent introduction toresearch methods and issuesrelated to second languageteaching and learning. SandraMcKay has successfully appliedher expertise in researchmethodology and her rich,diverse experience in teachereducation to produce a volumethat offers sound and practicaladvice for novice researchers.’– Christine Goh, National Institute ofEducation, Nanyang Technological

Institute, Singapore

This text introduces teachers to research methods they canuse to examine their own classrooms in order to becomemore effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to doresearch in their own classrooms, it also provides a basis forassessing the findings of existing research. McKayemphasizes throughout that what a teacher chooses toexamine will dictate which method is most effective. Eachchapter includes activities to help readers apply the methodsdescribed in the chapter, often by analyzing research data.

2006: 229 x 152: 200ppPb: 978-0-8058-5340-7: £16.99 US $25.95


2ND EDITION

An Introduction to ClassroomObservationTed Wragg1999: 246 x 174: 176ppPb: 978-0-415-19440-2: £23.99 US $45.95

eBook: 978-0-203-01895-8

Researching TeachingMethodologies and Practices for UnderstandingPedagogy

Edited by John Loughran

’John Loughran has provided a text which recognisesnot only the methodological challenges which arefaced by teacher researchers, but also acknowledgesthe influence of political agendas in either enhancingor denying opportunities for progress in this area.’ – Educational Review

1999: 234 x 156: 264ppHb: 978-0-7507-0948-4: £90.00 US $180.00

Pb: 978-0-7507-0947-7: £26.99 US $51.95

eBook: 978-0-203-48736-5

Research as Social ChangeNew Opportunities for Qualitative Research

Michael Schratz and Rob Walker1995: 234 x 156: 192ppHb: 978-0-415-11868-2: £90.00 US $180.00

Pb: 978-0-415-11869-9: £28.99 US $55.95

eBook: 978-0-203-01400-4

Doing Educational ResearchEdited by Geoffrey Walford

’Deserves a place on reading lists for undergraduateand postgraduate students working on methodology.’- Evaluation and Research in Education

1991: 216 x 138: 256ppPb: 978-0-415-05290-0: £26.99 US $51.95

eBook: 978-0-203-40948-0



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FORTHCOMINGTEXTBOOK

4TH EDITION

Key Concepts for UnderstandingCurriculumColin Marsh

Series: Teachers’ Library

Key Concepts for UnderstandingCurriculum is an invaluable guide forall involved in curriculum matters.Now fully updated, this revised andenlarged fourth edition provides notonly a solid grounding in the subjectbut also covers the latest trends andissues affecting the field. Written inMarsh’s clear and accessible style,the book details the strengths,weaknesses and controversiesaround major concepts incurriculum, including

• curriculum planning and development

• curriculum management

• teaching perspectives

• collaborative involvement in curriculum

• curriculum ideology.

Now updated with new chapters on curriculum models,school-based curriculum development, learning studies, ICTdevelopments in assessment, the new edition includes extradetail on standards and essential learning factors that haverecently been introduced in a number of countries, includingthe UK, USA and Australia.

This up-to-date edition of a definitive text will be essentialreading for anyone involved in curriculum planning ordevelopment. It will be especially useful to students trainingto be teachers, and practising teachers followingprofessional development programmes.

November 2008: 234 x 156: 292ppHb: 978-0-415-46577-9: £80.00 US $160.00

Pb: 978-0-415-46578-6: £25.99 US $49.95


Curriculum and ImaginationProcess Theory, Pedagogy and Action Research

James McKernan, East Carolina University, USA

Curriculum and Imaginationdescribes an alternative ‘process’model for designing developing,implementing and evaluatingcurriculum, suggesting thatcurriculum may be designed byspecifying an educational processwhich contains key principles ofprocedure.

Curriculum and Imagination providesa rational and logical alternative forall educators who plan curriculumbut do not wish to be held captive

by a mechanistic ‘ends-means’ notion of educationalplanning. Anyone studying or teaching curriculum studies, orinvolved in education or educational planning, will find thisimportant new book fascinating reading.

2007: 234 x 156: 264ppHb: 978-0-415-41337-4: £80.00 US $160.00

Pb: 978-0-415-41338-1: £23.99 US $45.95

eBook: 978-0-203-94693-0

15CURRICULUM STUDIES


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or use the order form in this catalogue.

FORTHCOMING IN 2009

Connecting Inquiry and ProfessionalLearning in EducationInternational Perspectives and Practical Solutions

Edited by Anne Campbell andSusan Groundwater-Smith, both at University ofLeeds, UK

This book is designed to make explicit the connectionsbetween Practitioner Inquiry and Teacher ProfessionalLearning in Initial Teacher Education and Ongoing TeacherProfessional Development.

Drawing upon a range of practices from UK, USA, Canada,Continental Europe and Australia, this book brings the voicesof those who work in designing teacher education courses,in both sites of university and school, and those who areprincipally practice-based researchers and policy makers intoa conversation with each other. Importantly some of thewriters included in this vital new book inhabit more than oneof these worlds and the descriptions of how theysuccessfully combine these multiple roles fills a vital gap inthe literature as existing publications in the field tend toaddress either one or the other. In bringing them togetherthe work will enable teacher educators, researchers andpolicy makers to examine and improve practice leading toenhanced teacher professional learning.

January 2009: 229 x 152: 244ppHb: 978-0-415-47812-0: £75.00 US $150.00

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

FORTHCOMING IN 2009

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.

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.

May 2009: 234 x 156: 224ppHb: 978-0-415-47877-9: £75.00 US $150.00

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

FORTHCOMING IN 2009

Qualitative ResearchChallenging the Orthodoxies in Standard Academic Discourse(s)

Edited by Sandra G. Kouritzin, Nathalie Piquemal bothat University of Manitoba, Canada and Renee Norman,University of The Fraser Valley, Canada’I commend and celebrate the editors and authors for aremarkable book that engages the readerísimagination, heart, mind, spirit, and body. Out ofcreative and courageous commitments to challengingorthodoxies by living and writing research that ispersonal, political, and poetic, these scholars invite thekind of vigorous dialogue that will continue topromote creative possibilities for inquiry in the socialsciences.’ – Carl Leggo, University of British Columbia, Fromthe Foreword

Evocative and provocative, this book presents the points ofview of scholars in the social sciences who used non-standard methods or writing practices to challenge the’research-as-usual’ paradigm in the academy, while at thesame time meeting the demands of quality and rigor set bytheir university examining committees and ethical reviewboards. The intent is to encourage new researchers who arealso considering such a path. The authors discuss their livedpersonal experiences within and against traditional academicresearch and writing traditions, as well as their struggles andeventual successes. Chapters are written in dramatic form, indialogue, in story, and include poetry, vignettes, testimonialsand autobiographical accounts. Collectively, they form aunique, distinctive situated polyphonic case study of researchin the social sciences from several perspectives, challengingthe orthodoxies.January 2009: 229 x 152:240ppHb: 978-0-8058-4837-3: £80.00 US $145.00

Pb: 978-0-8058-4838-0: £25.99 US $43.95

eBook: 978-0-203-88682-2

FORTHCOMING IN 2009

Ethnographies RevisitedEdited by William Shaffir, McMaster University,Canada, Antony Puddephatt, Cornell University andSteven Kleinknecht, McMaster University, CanadaEthnographies Revisited provides first hand accounts of howleading qualitative researchers crafted the winningtheoretical concepts found in their major book-lengthethnographies. Great ethnographic research lies not in therigid execution of prescribed methodological procedures, butin the unrelenting emphasis on cultivating theoretical ideas.As such, these contributors focus squarely on this muchneglected aspect of qualitative research, providing reflexiveaccounts of how research decisions were connected centrallyto emerging theoretical questions. July 2009: 234 x 156: 288ppHb: 978-0-415-45220-5: £85.00 US $170.00

Pb: 978-0-415-45221-2: £26.99 US $53.95

ISSUES IN RESEARCH16


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FORTHCOMING IN 2009

Multi-Sited EthnographyProblems and Possibilities in the Translocation ofResearch Methods

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

Series: Routledge Advances in Research Methods

It is now over ten years since Marcus (1995) published acornerstone text arguing for the adoption of ’multi-sited’approaches in ethnography. Over the past decade, 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.

March 2009: 229 x 152: 208ppHb: 978-0-415-96524-8: £60.00 US $95.00

NEW

On EthnographyApproaches to Language and Literacy Research

Shirley Brice Heath, Stanford University, USA andBrian Street, Kings College London, UK

’This remarkable collaboration between Shirley BriceHeath and Brian Street, two of the world’s mosteminent literacy researchers, will provide a turningpoint for literacy research and prove essential forestablished researchers, as well as for thoseundertaking their first research studies.’ – David Barton,Lancaster University, UK

The authors weave together narratives of practice and theorythat draw on their own field work and that of a noviceethnographer. Their stories take us outside the usualprogression of how-to-do-ethnography that moves fromresearch question to data collection and analysis topublication. Readers learn of the motivations and mishapsbehind the authors’ own classic ethnographic studies oflanguage, multimodal literacies, and community practices.The authors use their stories to illustrate the power ofcuriosity, connection, and continuity in ethnographicpursuits. Keeping language and literacy at the center ofattention, this volume offers practical ways forethnographers to sustain their attention to a constantcomparative perspective and to patterns of co-occurrence inlanguage structures, uses, and values. Appropriate for newand experienced researchers, this readable volume:

• illustrates three primary learning environments for thework of ethnographers: self-directed learning, informalcommunities of learners, and instructional settings withinformal education.

• stresses that ’doing ethnography’ involves engagementwith public life and cannot be separated out as anacademic activity.

• includes examples of ethnographic studies in Australia,Iran, South Africa, the United Kingdom, and the United States.

March 2008: 168ppPb: 978-0-415-47207-4: £23.99 US $45.95

17ISSUES IN RESEARCH


Can’t find what you’re looking for?

Visit our up-to-date website for acomplete listing of all our titles


NEW

Education Research On TrialThe Search For Rigor and the Promotion ofRandomized Studies

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

Education research is a scientific field in crisis. Thefoundation of the current crisis is a long-time perception thattoo much of the work of educational researchers fails tomeet minimum standards of scientific rigor. This perceptionconstitutes the ’bad reputation’ from which the field ofeducation research suffers. Long-simmering scientific doubtsbecame a full-blown crisis, however, when critics – mostlycritics from outside the field – recently launched charges thateducation research has failed to provide a solid evidencebase for the improvement of educational practice, in partbecause educational researchers have been preoccupied bythe wrong questions and in part because much of theirresearch has been based on the wrong research methods.We see, then, that the crisis of confidence in the quality ofeducation research goes hand-in-hand with a crisis ofconfidence in the quality of American education. Thesolution to both sets of shortcomings, critics maintain, is topose different research questions and address them withmore ’rigorous’ scientific methods. The charges about theshortcomings of education research and the proposed meansof improving it are the subject of our book.

July 2008:208ppHb: 978-0-415-98988-6: £70.00 US $125.00

Pb: 978-0-415-98989-3: £21.99 US $39.95

eBook: 978-0-203-92868-4

FORTHCOMING

Researching with IntegrityThe Ethics of Academic Research

Bruce Macfarlane, Thames Valley University, UK

Based on the notion of ‘virtue’ ethics, this book proposes analternative approach to research, which focuses not only onethical rules and protocol to avoid unethical research, butencourages academic, professional and characterdevelopment and allows for the exercise of personaljudgement.

Illustrated throughout with short narratives detailing ethicalissues and dilemmas from international academic researchersrepresenting different disciplines, research cultures andnational contexts, this books proposes a an alternativeapproach to research which provides all researchprofessionals with the intellectual tools they need to copewith complex research.

December 2008: 234 x 156Hb: 978-0-415-42903-0: £75.00 US $131.00

Pb: 978-0-415-42904-7: £22.99 US $40.00

eBook: 978-0-203-88696-0

NEW

Generalizing from EducationalResearchBeyond Qualitative and Quantitative Polarization

Kadriye Ercikan, University of British Columbia, Canadaand Wolf-Michael Roth, University of Victoria, Canada

’a potent force for change in the field. This volume isground-breaking, with the potential to make a majorparadigm shift in thinking about educational research.It is the kind of volume that should be on the shelvesof virtually everyone doing research in education.’– Peter Seixas, University of British Columbia, Canada

‘This book frames the major challenge facingeducational researchers as one of going beyond themindless qualitative-quantitative divide and addressingthe overarching/fundamental challenge of enrichingand enlarging educational inquiry. It is a signaturecontribution to the field.’ – Clifton F. Conrad, University ofWisconsin-Madison, USA

Tackling one of the most critical issues in education researchtoday - how research methods are related to value andmeaningfulness - this frontline volume achieves twopurposes. First, it presents an integrated approach toeducational inquiry that works toward a continuum insteadof a dichotomy of generalizability, and looks at how thiscontinuum might be related to types of research questionsasked and how these questions should determine modes ofinquiry. Second, it discusses and demonstrates thecontributions of different data types and modes of researchto generalizability of research findings, and to limitations ofresearch findings that utilize a single approach.

International leaders in the field take the discussion ofgeneralizing in education research to a level where claimsare supported using multiple types of evidence. The volumepushes the field in a different direction, where the focus ison creating meaningful research findings that are notpolarized by qualitative versus quantitative methodologies.The integrative approach allows readers to better understandpossibilities and shortcomings of different types of research.

December 2008: 229 x 152: 336ppHb: 978-0-415-96381-7: £80.00 US $140.00

Pb: 978-0-415-96382-4: £21.99 US $39.95

eBook: 978-0-203-88537-6



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NEW

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

In the provocative opening essayKenway and Fahey explore ways inwhich the notion of the imaginationitself might be mobilized byresearchers. They are encouraged todevelop ’defiant’ global imaginationsand communities with the capacitiesto think, ’be’ and ’become’differently in a world of researchincreasingly governed by rampantreductionist rationality.

To support this view there follows aseries of detailed interviews with

some of the world’s leading intellectuals where the editorsexplore what it might mean to globalize the researchimagination. The interviewees, Arjun Appadurai, RaewynConnell, Homi K. Bhabha, Doreen Massey, Aihwa Ong, FazalRizvi and Saskia Sassen, are foremost in their research fieldsand their views related here are both influential andinspirational.

Progressive researchers in the social sciences and humanitiesurgently need to decide for themselves how best to globalizeresearch methodologies and communities, and this book willbe an invaluable resource for them.

July 2008: 234 x 156: 168ppHb: 978-0-415-41221-6: £80.00 US $145.00

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

FORTHCOMING IN 2009

Qualitative Research in International SettingsDavid Stephens, University of Brighton, UK

The teaching of qualitative research skills in universities isnow widespread and the number of institutions offeringcourses in research methods in education and the socialsciences is growing, while professionals in the fields ofeducation, health and the social services are increasinglyrequired to carry out research, evaluation and reviews.

Drawing upon the author’s extensive experience ofeducational research in the Developing World, the bookfocuses upon working 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.

March 2009: 234 x 156: 256ppHb: 978-0-415-28057-0: £80.00 US $145.00

Pb: 978-0-415-28058-7: £24.99 US $47.95

Researching Education from the InsideInvestigating Institutions from Within

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

Researching Education from theInside focuses on research projectsthat are undertaken by people whoalready have an attachment to theinstitutions or social groups onwhich their investigations are based.They can, therefore, be consideredto be ‘insiders’. In some cases theirinsider positioning is primarilyimportant because it gets themaccess to the particular peopleand/or the phenomena that theywant to investigate. At other times,

however, aspects of their own ‘insidership’ will, in itself,come under scrutiny.

Insider researchers need to consider five distinct stages thatcan lead to ethical dilemmas, namely: Entering the field,Being in the field, Leaving the field, Writing, andDisseminating the results.

January 2008: 234 x 156: 200ppHb: 978-0-415-43593-2: £75.00 US $150.00

Pb: 978-0-415-43594-9: £22.99 US $42.95

eBook: 978-0-203-93235-3

Knowledge ProductionResearch Work in Interesting Times

Edited by Bridget Somekh, Manchester MetropolitanUniversity, UK and Thomas A Schwandt, University ofIllinois at Urbana-Champaign, USA

This collection from a highly impressive international groupof educational researchers explores epistemological,methodological, and ethical-political issues in the productionof knowledge about educational phenomena incontemporary society.

2007: 234 x 156: 224ppHb: 978-0-415-44229-9: £80.00 US $160.00

Pb: 978-0-415-44228-2: £23.99 US $45.95

19ISSUES IN RESEARCH


NEW

The Methodological DilemmaCreative, Critical and Collaborative Approaches toQualitative Research

Edited by Kathleen Gallagher, University of Toronto,Canada

This thought-provoking bookchallenges the way research isplanned and undertaken and equipsresearchers with a variety of creativeand imaginative solutions to thedilemmas of method andrepresentation that plaguequalitative research.

Fascinating and inspiring reading forany researcher in the Social Sciencesthis comprehensive collectionencourages the reader to imaginethe world in evermore complex and

interesting ways and discover new routes to understanding.

A range of topics are addressed in a cross-disciplinaryapproach which will appeal to all scholars of qualitativeresearch, undergraduate students in education programs andgraduate students in a range of disciplines

May 2008: 234 x 156: 256ppHb: 978-0-415-46061-3: £75.00 US $150.00

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

eBook: 978-0-203-92717-5

The Research Process in ClassroomDiscourse AnalysisCurrent Perspectives

Kim Marie Cole, Fredonia, CUNY, USA and Jane Zuengler, University of Wisconsin-Madison, USA2007: 229 x 152: 176ppHb: 978-0-8058-5530-2: £70.00 US $125.00

Pb: 978-0-8058-5531-9: £21.99 US $39.95

eBook: 978-1-4106-1886-3

Innovations in EducationalEthnographyTheories, Methods, and Results

Edited by George Spindler, Stanford University, USAand Lorie Hammond, California State University,Sacramento, USA2006: 229 x 152: 416ppHb: 978-0-8058-4530-3: £61.50 US $99.95

Pb: 978-0-8058-4531-0: £19.95 US $32.50

TEXTBOOK

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

Edited by Anne Campbell, Leeds MetropolitanUniversity, UK. and S. Groundwater-Smith, Universityof Sydney, Australia

Practice based research isburgeoning in a number ofprofessional areas. An EthicalApproach to Practitioner Researchcovers a comprehensive range ofissues and dilemmas encountered inpractitioner and action researchcontexts. While principally focusedupon practitioner inquiry ineducation it takes account of, andacknowledges that others engagedin professional practice such as inlegal, nursing and social care

contexts, face similar issues and dilemmas. It aims tostimulate ethical thinking and practice in enquiry andresearch contexts.

Drawing on the expertise of international researchers andacademics from America, Australia and Europe, the bookprovides invaluable support to the novice researcher andilluminates some of the more intricate issues for the moreexperienced research practitioner. Packed with detailed andthought-provoking examples this book contains boththeoretical analyses of ethical matters and offers practicaladvice to practitioner and action researchers across the fieldsof schools hospitals and community and family settings.

2007: 234 x 156: 208ppHb: 978-0-415-43087-6: £80.00 US $160.00

Pb: 978-0-415-43088-3: £23.99 US $45.95

eBook: 978-0-203-93927-7

Reframing Sociocultural Research on LiteracyIdentity, Agency, and Power

Edited by Cynthia Lewis, University of Minnesota/TwinCities, USA, Patricia E. Enciso, Ohio State University, USAand Elizabeth Birr Moje, University of Michigan, USA

Employing the lens of ’critical sociocultural research,’ thislandmark volume articulates and develops the argument thatnew directions in sociocultural theory are needed in order toaddress important issues of identity, agency, and power thatare central to understanding literacy research and literacylearning as social and cultural practices.

2007: 229 x 152: 232ppHb: 978-0-8058-5695-8: £50.00 US $79.95

Pb: 978-0-8058-5696-5: £18.99 US $29.95

eBook: 978-1-4106-1694-4



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TEXTBOOK

2ND EDITION

Teachers Investigate Their WorkAn Introduction to Action Research across theProfessions

Herbert Altricher, University of Linz, Austria, Allan Feldman, University of Massachusetts, USA,Peter Posch, Universitat Klagenfurt, Austria andBridget Somekh, Manchester Metropolitan University,UK

Teachers Investigate Their Workintroduces the methods andconcepts of action research throughexamples drawn from studies carriedout by teachers. The book isarranged as a handbook withnumerous sub-headings for easyreference and fourty-one practicalmethods and strategies to put intoaction, some of them flagged assuitable ’starters’. Throughout thebook, the authors draw on theirinternational practical experience of

action research, working in close collaboration with teachers.

It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who areinterested in investigating their own practice in order toimprove it.

2007: 234 x 156: 320ppHb: 978-0-415-37795-9: £80.00 US $160.00

Pb: 978-0-415-37794-2: £23.99 US $45.95


NEW

Improving Teacher Education throughAction ResearchEdited by Ming-Fai Hui and David Grossman, both atThe Hong Kong Institute of Education

Series: Routledge Research in Education

There has been a dearth of studies on teacher educatorsusing action research to improve their own practice. Thisbook is the first systematic study of a group of teachersexamining and enhancing their own practice through theinquiry process of action research. This book presents abroad overview of a variety of methodologies that can beused to improve teacher preparation and professionaldevelopment programs. It is a ‘must read’ book for thoseeducators who are new to the college teaching professionand for those who are aspired to be outstanding andsuccessful lecturers.January 2008: 229 x 152: 210ppHb: 978-0-415-95629-1: £60.00 US $95.00

eBook: 978-0-203-89537-5

FORTHCOMING IN 2009

Action Learning in SchoolsPeter Aubusson, University of Technology, Sydney,Australia Stephen Dinham, University of Wollongong,Australia, Robyn Ewing, University of Sydney, Australiaand Garry Hoban, University of Wollongong, Australia

Action learning has been a common professionaldevelopment in business organizations, now becomingincreasingly popular in school and university settings.Spanning the significant fields of educational development,this book links key concepts to illustrate action learning, notmerely as a process but as a dynamic interaction ofprofessional learning, community, leadership and change. Itbrings together more than a decade of research, includingprojects conducted by the authors and studies of schoolbased action research conducted by teams of teachers.

The research projects reported are rich and diverse, but havein common the goal of mobilising teacher professionallearning to improve teaching and learning. The bookexplains the interactions of action learning with teacherdevelopment, professional learning, community building,leadership and change. The research illustrates that in thebusy world of teaching, action learning is a strategy thatlinks so closely to classroom practice that it can become partof what teachers do, rather than an added impost.

Action Learning in Schools provides practical advice onwhen, how and why to initiate and sustain action learning. Itgives insights into theories of cooperation, leadership andcommunity formation that will inform individual projects andlarger, scaled-up innovations. Traditionally, debates aboutschool improvement have focussed on a top-down/bottomup dichotomy, but the underlying position of this book isthat action learning can span the apparent contradictions inthese approaches. It will appeal to teacher educators,teachers, student teachers as well as school and educationsystem managers keen to enhance education.

February 2009: 234 x 156: 192ppHb: 978-0-415-47514-3: £75.00 US $150.00

Pb: 978-0-415-47515-0: £22.99 US $42.95

21ACTION RESEARCH


FORTHCOMING IN 2009

Doing Action Research in EnglishLanguage TeachingA Guide for Practitioners

Anne Burns, Macquarie University, Australia

Series: ESL & Applied Linguistics Professional Series

’Original in approach, engaging in style and persuasivein terms of its content and structure.’ – Keith Richards,University of Warwick, UK

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.

Bringing the how-to and the what together, Doing ActionResearch: A Guide for Language is the perfect text forBATESOL and MATESOL courses in which action research insthe focus or a required component.

July 2009: 229 x 152: 120ppHb: 978-0-415-99144-5: £70.00 US $125.00

Pb: 978-0-415-99145-2: £22.99 US $41.95

NEW

Action Research in Teaching and LearningA Practical Guide to Conducting PedagogicalResearch in Universities

Lin Norton, Liverpool Hope University, UK

A practical, down-to-earth guide for those who work inteaching and learning in universities and who would like tocarry out action research on their own practice. The modelof ‘pedagogical action research’ has come from the author’sexperience of over twenty years in carrying out such researchand over six years of experience in encouraging colleaguesto carry out small scale studies at an institutional, nationaland international level.

This accessible text gives the reader practical advice on howto research their own practice in a university context andcontains a section on useful research tools, including twothat the author has designed: the ‘learning objectivesquestionnaire’ and the ‘ideal inventory’, both of which havebeen widely used in the research context.

May 2008: 234 x 156: 224ppHb: 978-0-415-45093-5: £75.00 US $150.00

Pb: 978-0-415-43794-3: £75.00 US $150.00

FORTHCOMING IN 2009

Using Action Research to ImproveInstructionJohn E. Henning, Jody Stone and James Kelly, all atUniversity of Northern Iowa, USA

Action research is increasingly usedas a means for teachers to improvetheir instruction. Yet for manyteachers, the idea of doing ’research’can be somewhat intimidating.Using Action Research to ImproveInstruction offers a comprehensive,easy-to-understand approach toaction research. The authors providea guide to action research methodsgrounded in sources of data readilyavailable to classroom teachers, such

as observations, surveys, interviews, and tests. The highlyinteractive format prompts readers to create researchquestions, to make decisions about action research data, andto generate evidence-based teaching strategies. Engaging inthese decision-making processes promotes the acquisition ofdispositions essential to action research and a deeperunderstanding of the process, enabling readers to morequickly design and carry out action research in theclassroom. January 2009: 254 x 178:224ppHb: 978-0-415-99173-5: £70.00 US $125.00

Pb: 978-0-415-99174-2: £19.99 US $36.95


2ND EDITION

You and Your Action Research ProjectJean Mcniff, Pamela Lomax and Jack Whitehead

What are the most effective ways ofplanning and doing action researchprojects?

This book gives practical guidanceon doing an action research project.Written for practitioners acrossprofessions who are studying onaward-bearing courses, this book ispacked full of useful advice andtakes the reader through the variousstages of a project, including:

• Starting your action research project

• Monitoring and documenting the action

• Techniques for dealing with the data

• Making claims to knowledge and validating them

• Making your research public: creating your living theory2003: 234 x 156: 216ppHb: 978-0-415-31887-7: £95.00 US $190.00

Pb: 978-0-415-31885-3: £22.99 US $41.95

ACTION RESEARCH22


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

Donna Kalmbach Phillips, George Fox University, USAand Kevin Carr, George Fox University, USA

Becoming a Teacher through ActionResearch is specifically written forthose students seeking initial teacherlicensure. Written to support thesepre-service teachers, it recognizesthat the process of doing actionresearch can serve as a vehicle forassuming the professional identity ofa teacher and deals directly withchallenges and dilemmas of doingaction research as a student teacher.

The book is interactive, inviting thereader to respond to text by writing

and/or drawing responses. The companion CD allows thereader to either read and interact with the text completelyelectronically or use a combination of paper text and CD.The CD also includes downloadable templates, interactivecharts/graphs and full text examples of student writtenaction research papers.

2006: 229 x 152: 232ppPb: 978-0-415-95237-8: £20.99 US $39.95


Action Research for InclusiveEducationChanging Places, Changing Practices, ChangingMinds

Edited by Felicity Armstrong and Michele Moore2004: 234 x 156: 160ppHb: 978-0-415-31801-3: £85.00 US $145.00

Pb: 978-0-415-31802-0: £22.99 US $42.95

eBook: 978-0-203-59601-2

2ND EDITION

Teachers as ResearchersQualitative Inquiry as a Path to Empowerment

Joe L. Kincheloe

Series: Teachers’ Library

2002: 234 x 156: 304ppHb: 978-0-415-27645-0: £95.00 US $190.00

Pb: 978-0-415-27646-7: £26.99 US $51.95


Becoming an Evidence-basedPractitionerA Framework for Teacher-researchers

Edited by Olwen McNamara2001: 246 x 174: 208ppHb: 978-0-415-25243-0: £90.00 US $180.00

Pb: 978-0-415-25244-7: £25.99 US $49.95

eBook: 978-0-203-45187-8

Doing Practitioner ResearchDifferentlyMarion Dadds and Susan Hart

’... an absorbing account of six teacher-led projects thatignored research conventions but triumphantly metthe MEd requirements.’ – Michael Duffy, TimesEducational Supplement

2001: 208ppHb: 978-0-415-23757-4: £90.00 US $180.00

Pb: 978-0-415-23758-1: £24.99 US $45.95

eBook: 978-0-203-46951-4

Action Research in PracticePartnership for Social Justice in Education

Edited by Bill Atweh, Stephen Kemmis and Patricia Weeks

’What a treat! A book that not only talks about thetheory of action research, but also shows the theoriesin action...’ - Educational Research

1998: 234 x 156: 384ppHb: 978-0-415-17151-9: £90.00 US $180.00

Pb: 978-0-415-17152-6: £25.99 US $49.95

eBook: 978-0-203-02447-8

New Directions in Action ResearchEdited by Ortrun Zuber-Skerritt1996: 234 x 156: 280ppHb: 978-0-7507-0579-0: £90.00 US $180.00

Pb: 978-0-7507-0580-6: £28.99 US $54.95

eBook: 978-0-203-39293-5

Teaching as LearningAn Action Research Approach

Jean McNiff1993: 234 x 156: 144ppHb: 978-0-415-08980-7: £95.00 US $190.00

Pb: 978-0-415-08390-4: £26.99 US $51.95

eBook: 978-0-203-18799-9

23ACTION RESEARCH


NEW

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.

April 2008: 234 x 156: 208ppHb: 978-0-415-45321-9: £75.00 US $150.00

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

eBook: 978-0-203-92798-4

2ND EDITION

Successful Writing for QualitativeResearchersPeter Woods

Series: Routledge Study Guides

’Essential reading for allresearchers.’ – Consumer Currents

’I recommend this book toanyone setting out to write upresearch or who has started butfinds it hard to keep going.Reading this book is not only agood alternative to doing thewriting, it may actually providethe break to inspire you to pickup the pen/computer again.’– Tiny Arora, Educational Psychologyin Practice

2005: 234 x 156: 200ppHb: 978-0-415-35538-4: £75.00 US $150.00

Pb: 978-0-415-35539-1: £19.99 US $37.95

eBook: 978-0-203-00172-1

ACADEMIC WRITING24


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NEW

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

Guide to Publishing a Scientific Paper provides researchers in every field ofthe biological, physical and medical sciences with all the informationnecessary to prepare, submit for publication, and revise a scientific paper.

The book includes details of every step in the process that is required forthe publication of a scientific paper, for example,

• use of correct style and language

• choice of journal, use of the correct format, and adherenceto journal guidelines

• submission of the manuscript in the appropriate formatand with the appropriate cover letter and other materials

• the format for responses to reviewers’ comments andresubmission of a revised manuscript

The advice provided conforms to the most up-to-date specifications and even the seasoned writerwill learn how procedures have changed in recent years, in particular with regard to the electronicsubmission of manuscripts.

January 2008: 216 x 138: 120ppHb: 978-0-415-45265-6: £55.00 US $110.00

Pb: 978-0-415-45266-3: £9.99 US $18.95


NEW

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

Postgraduate research hasundergone unprecedented change inthe past ten years, in response tomajor shifts in the role of theuniversity and the disciplines inknowledge production and themanagement of intellectual work.

New kinds of doctorates have beenestablished that have expanded thescope and direction of doctoraleducation. A new audience ofsupervisors, academic managers andgraduate school personnel is

engaging in debates about the nature, purpose and futureof doctoral education and how institutions and departmentscan best respond to the increasing demands that are beingmade.

Discussion of the emerging issues and agendas is set withinthe context of the international policy shifts that areoccurring and considers the implications of these shifts onthe changing external environment

Including contributions from both those who haveconducted formal research on research education and thosewhose own practice is breaking new ground within theiruniversities, this thought-provoking book draws on theexpertise of those currently making a stimulatingcontribution to the literature on doctoral education.

August 2008: 234 x 156: 256ppHb: 978-0-415-44269-5: £75.00 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, Australia

The relationship of supervisor tostudent has traditionally been seenas one of apprenticeship, in whichmuch learning is tacit, with theexpectation that the student willbecome much like the tutor. Thechanging demographics of highereducation in conjunction withimperatives of greater accountabilityand support for research studentshave rendered this scenario both lesslikely and less desirable andunfortunately many supervisors are

challenged by the task of guiding non-native speakerstudents to completion. This handbook is the ideal guide forall supervisors working with undergraduate andpostgraduate non-native speaker students writing a thesis ordissertation in English as it explicitly unpacks thesis writing,using language that is accessible to research supervisorsfrom any discipline.

2007: 234 x 156: 200ppHb: 978-0-415-37170-4: £80.00 US $160.00

Pb: 978-0-415-37173-5: £19.99 US $37.95

Helping Doctoral Students WritePedagogies for Supervision

Barbara Kamler, Deakin University, Australia and Pat Thomson, University of Nottingham, UK

This essential guide offers a newapproach to doctoral writing, writtenspecifically for doctoral supervisors.Rejecting the DIY websites andmanuals that promote a privatisedskills-based approach to writingresearch, Kamler and Thomson offera new framework for scholarly workto help doctorate students produceclear and well-argued dissertations.

2006: 234 x 156: 192ppHb: 978-0-415-34683-2: £80.00 US $160.00

Pb: 978-0-415-34684-9: £22.99 US $41.95


25SUPERVISING RESEARCH


FORTHCOMING IN 2009

Doing Your Social Science DissertationA Practical Guide for Undergraduates

Edited by Karen Smith, Heriot-Watt University, UK,Julia Waldman, University of Southampton, UK andMalcolm Todd, Sheffield Hallam University, UK

Are you a final year social scientist who has to do adissertation or final year project?

Do you have no idea where to start?

If so, Doing Your Social Science Dissertation is the book foryou as it covers the whole dissertation journey from projectplanning to submission. It uses a mixture of usefulinformation, exercises, case study material, and furtherreading to help you through the process.

The book gives hints and tips on managing your researchproject and your supervisors. This book also has acompanion website where you can access video footage ofuniversity staff and students talking about their experiencesof undergraduate dissertations. Written by experienceddissertation supervisors, and researchers around thedissertation, this book is a must for any undergraduate socialscience student.

February 2009: 216 x 138: 160ppHb: 978-0-415-46748-3: £60.00 US $120.00

Pb: 978-0-415-46749-0: £9.99 US $19.95

Critical ReadingMaking Sense of Research Papers in Life Sciences and Medicine

Ben Yudkin, Wolfson College, Oxford, UK


Textbooks are designed to teach,explain and make complexinformation easily understood andassimilated. Research papers do thereader no such favours. Being ableto understand and use primaryresearch is an essential tool in anyscientific career. This book teachesthese valuable skills simply andclearly, saving hours in the long run.

2006: 234 x 156: 144ppHb: 978-0-415-34413-5: £70.00 US $140.00

Pb: 978-0-415-30322-4: £16.99 US $31.95

eBook: 978-0-203-46413-7

5TH EDITION

The Research ProjectHow to Write It

Ralph Berry


Now in its fifth edition, this guide to project work continuesto be an indispensable resource for all students undertakingresearch.

Guiding the reader right through from preliminary stages tocompletion, The Research Project: How to Write It sets out inclear and concise terms the main tasks involved in doing aresearch project, covering: choosing a topic; using the libraryeffectively; taking notes; shaping and composing the project;providing footnotes, documentation and a bibliography;avoiding common pitfalls.

2004: 216 x 138: 136ppHb: 978-0-415-33444-0: £55.00 US $110.00

Pb: 978-0-415-33445-7: £12.99 US $25.95

Using Research InstrumentsA Guide for Researchers

Peter Birmingham and David Wilkinson


This practical, jargon-free, user-friendly guide to the mostappropriate use of research instruments provides 'real'examples used in actual projects by practitioners of socialand educational research.

2003: 246 x 174: 144ppPb: 978-0-415-27279-7: £19.99 US $37.95


The Researcher’s ToolkitThe Complete Guide to Practitioner Research

Edited by David Wilkinson


'The Researcher's Toolkit provides the start-upinformation needed for those new to research ... Itprovides a sound building block from whichresearchers will be able to move more confidentlyforward and hone their research skills be they anundergraduate or postgraduate, or needing to addressa research project approach whilst in employment.'– Education and Training

Written by an experienced team of practising researchers,this practical text covers the entire research process fromdesigning and submitting a research proposal through to itscompletion.

2000: 246 x 174: 160ppPb: 978-0-415-21566-4: £19.99 US $37.95

eBook: 978-0-203-18512-4

STUDY GUIDES26


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AAcademic Writing and Publishing . . . . . . .24Action Learning in Schools . . . . . . . . . . . .21Action Research for Inclusive Education . .23Action Research in Practice . . . . . . . . . . . .23Action Research in Teaching and Learning 22Altricher, Herbert . . . . . . . . . . . . . . . . . . .21Anyon, Jean . . . . . . . . . . . . . . . . . . . . . . . .4Armstrong, Felicity . . . . . . . . . . . . . . . . . .23Arrows, Four . . . . . . . . . . . . . . . . . . . . . . . .9Atweh, Bill . . . . . . . . . . . . . . . . . . . . . . . .23Aubusson, Peter . . . . . . . . . . . . . . . . . . . .21Authentic Dissertation, The . . . . . . . . . . . . .9

BBaek, John Y. . . . . . . . . . . . . . . . . . . . . . . .7Barrett, Karen C. . . . . . . . . . . . . . . . . . . . .13Barron, Brigid . . . . . . . . . . . . . . . . . . . . . .12Becoming a Teacher through

Action Research . . . . . . . . . . . . . . . . . . .23Becoming a Writing Researcher . . . . . . . . . .6Becoming an Evidence-based Practitioner .23Beginning Research . . . . . . . . . . . . . . . . . . .6Berry, Ralph . . . . . . . . . . . . . . . . . . . . . . . .26Birmingham, Peter . . . . . . . . . . . . . . . . . .26Birr Moje, Elizabeth . . . . . . . . . . . . . . . . . .20Black-Hawkins, Kristine . . . . . . . . . . . . . . .12Blakeslee, Ann M. . . . . . . . . . . . . . . . . . . . .6Boud, David . . . . . . . . . . . . . . . . . . . . . . .25Brice Heath, Shirley . . . . . . . . . . . . . . . . . .17Brindley, Sue . . . . . . . . . . . . . . . . . . . . . . .12Brown, Andrew . . . . . . . . . . . . . . . . . . . . . .2Brown, Launcelot . . . . . . . . . . . . . . . . . . .11Burns, Anne . . . . . . . . . . . . . . . . . . . . . . .22

CCamilli, Gregory . . . . . . . . . . . . . . . . . . . . .7Campbell, Anne . . . . . . . . . . . . . . . . .16, 20Carr, Kevin . . . . . . . . . . . . . . . . . . . . . . . .23Changing Practices of Doctoral Education .25Christensen, Pia . . . . . . . . . . . . . . . . . . . . .2Cole, Kim Marie . . . . . . . . . . . . . . . . . . . .20Coleman, Simon . . . . . . . . . . . . . . . . . . . .17Connecting Inquiry and Professional

Learning in Education . . . . . . . . . . . . . .16Connolly, Paul . . . . . . . . . . . . . . . . . . . . . . .5Cousin, Glynis . . . . . . . . . . . . . . . . . . . . . . .9Critical Reading . . . . . . . . . . . . . . . . . . . . .26Curriculum and Imagination . . . . . . . . . . .15

DDadds, Marion . . . . . . . . . . . . . . . . . . . . .23Daniels, Harry . . . . . . . . . . . . . . . . . . . . . .11De Leeuw, Edith D. . . . . . . . . . . . . . . . . . . .8Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . .12Dillman, Don A. . . . . . . . . . . . . . . . . . . . . .8Dinham, Stephen . . . . . . . . . . . . . . . . . . .21Doing Action Research in English

Language Teaching . . . . . . . . . . . . . . . .22Doing Educational Research . . . . . . . . . . .14Doing Practitioner Research

Differently . . . . . . . . . . . . . . . . . . . . . . .23Doing Research/Reading Research . . . . . . . .2Doing Visual Research with Children

and Young People . . . . . . . . . . . . . . . . .3Doing Your Social Science Dissertation . . .26Dowling, Paul . . . . . . . . . . . . . . . . . . . . . . .2

Dressman, Mark . . . . . . . . . . . . . . . . . . . . .3

EEducation Research On Trial . . . . . . . . . . .18Educational Design Research . . . . . . . . . . .11Elmore, Patricia B. . . . . . . . . . . . . . . . . . . . .7Enciso, Patricia E. . . . . . . . . . . . . . . . . . . .20Ercikan, Kadriye . . . . . . . . . . . . . . . . . . . .18E-Research . . . . . . . . . . . . . . . . . . . . . . . .11ESL & Applied Linguistics

Professional Series . . . . . . . . . . . . . .14, 22Ethical Approach to Practitioner

Research, An . . . . . . . . . . . . . . . . . . . . .20Ethnographies Revisited . . . . . . . . . . . . . .16Evaluator’s Cookbook, The . . . . . . . . . . . .10Ewing, Robyn . . . . . . . . . . . . . . . . . . . . . .21Exploring Educational Research Literacy . .11

FFahey, Johannah . . . . . . . . . . . . . . . . . . . .19Feldman, Allan . . . . . . . . . . . . . . . . . . . . .21Fleischer, Cathy . . . . . . . . . . . . . . . . . . . . . .6

GGallagher, Kathleen . . . . . . . . . . . . . . . . . .20Generalizing from Educational Research . .18Globalizing the Research Imagination . . . .19Gloeckner, Gene W. . . . . . . . . . . . . . . . . .13Goldman, Ricki . . . . . . . . . . . . . . . . . . . . .12Gravemeijer, Koeno . . . . . . . . . . . . . . . . . .11Green, Judith L. . . . . . . . . . . . . . . . . . . . . . .7Grossman, David . . . . . . . . . . . . . . . . . . . .21Groundwater-Smith, Susan . . . . . . . . .16, 20Guide to Publishing a Scientific Paper . . . .24

HHammond, Lorie . . . . . . . . . . . . . . . . . . . .20Handbook of Complementary Methods

in Education Research . . . . . . . . . . . . . . .7Handbook of Design Research Methods

in Education . . . . . . . . . . . . . . . . . . . . . .7Hart, Susan . . . . . . . . . . . . . . . . . . . . . . . .23Hartley, James . . . . . . . . . . . . . . . . . . . . . .24Helping Doctoral Students Write . . . . . . . .25Henning, John E. . . . . . . . . . . . . . . . . . . . .22Hoban, Garry . . . . . . . . . . . . . . . . . . . . . .21Horsley, Katrice . . . . . . . . . . . . . . . . . . . . .10Hox, Joop J. . . . . . . . . . . . . . . . . . . . . . . . .8Hui, Ming-Fai . . . . . . . . . . . . . . . . . . . . . .21

IImproving Teacher Education through

Action Research . . . . . . . . . . . . . . . . . . .21Innovations in Educational Ethnography . .20Intermediate Statistics . . . . . . . . . . . . . . . .13International Handbook of Survey

Methodology . . . . . . . . . . . . . . . . . . . . . .8Introduction to Classroom

Observation, An . . . . . . . . . . . . . . . . . .14

JJackson, Alecia Youngblood . . . . . . . . . . .10Jacobs, Don Trent . . . . . . . . . . . . . . . . . . . .9James, Allison . . . . . . . . . . . . . . . . . . . . . . .2Jankowski, Nicholas W. . . . . . . . . . . . . . . .11Johnston, James M. . . . . . . . . . . . . . . . . . .8

KKalmbach Phillips, Donna . . . . . . . . . . . . .23Kamler, Barbara . . . . . . . . . . . . . . . . . . . .25Kelly, Anthony Eamonn . . . . . . . . . . . . . . . .7Kelly, James . . . . . . . . . . . . . . . . . . . . . . . .22Kemmis, Stephen . . . . . . . . . . . . . . . . . . .23Kenway, Jane . . . . . . . . . . . . . . . . . . . . . .19Key Concepts for Understanding

Curriculum . . . . . . . . . . . . . . . . . . . . . . .15Kincheloe, Joe L. . . . . . . . . . . . . . . . . . . . .23Kleinknecht, Steven . . . . . . . . . . . . . . . . . .16Knowledge Production . . . . . . . . . . . . . . .19Körner, Ann M. . . . . . . . . . . . . . . . . . . . . .24Kouritzin, Sandra G. . . . . . . . . . . . . . . . . .16

LLareau, Annette . . . . . . . . . . . . . . . . . . . .18Lee, Alison . . . . . . . . . . . . . . . . . . . . . . . .25Leech, Nancy L. . . . . . . . . . . . . . . . . . . . . .13Lesh, Richard A. . . . . . . . . . . . . . . . . . . . . .7Lewis, Cynthia . . . . . . . . . . . . . . . . . . . . . .20Lomax, Pamela . . . . . . . . . . . . . . . . . . . . .22Lomax, Richard G. . . . . . . . . . . . . . . . . . . .13Loughran, John . . . . . . . . . . . . . . . . . . . . .14Lowe, Michelle . . . . . . . . . . . . . . . . . . . . . .6

MMacfarlane, Bruce . . . . . . . . . . . . . . . . . . .18Manion, Lawrence . . . . . . . . . . . . . . . . . . .1Marsh, Colin . . . . . . . . . . . . . . . . . . . . . . .15Mazzei, Lisa A. . . . . . . . . . . . . . . . . . . . . .10McCabe, Angus . . . . . . . . . . . . . . . . . . . .10McIntyre, Donald . . . . . . . . . . . . . . . . . . .12McKay, Sandra Lee . . . . . . . . . . . . . . . . . .14McKenney, Susan . . . . . . . . . . . . . . . . . . .11McKernan, James . . . . . . . . . . . . . . . . . . .15McLaughlin, Colleen . . . . . . . . . . . . . . . . .12McNamara, Olwen . . . . . . . . . . . . . . . . . .23McNiff, Jean . . . . . . . . . . . . . . . . . . . .22, 23Mertova, Patricie . . . . . . . . . . . . . . . . . . . .10Methodological Dilemma, The . . . . . . . . .20Moore, Michele . . . . . . . . . . . . . . . . . . . . .23Morgan, George A. . . . . . . . . . . . . . . . . . .13Morrison, Keith . . . . . . . . . . . . . . . . . . . . . .1Multi-Sited Ethnography . . . . . . . . . . . . . .17

NNetworking Practitioner Research . . . . . . .12New Directions in Action Research . . . . . .23Nieveen, Nienke . . . . . . . . . . . . . . . . . . . .11Norman, Renee . . . . . . . . . . . . . . . . . . . . .16Norton, Lin . . . . . . . . . . . . . . . . . . . . . . . .22

OO’Donoghue, Tom . . . . . . . . . . . . . . . . . . . .5On Ethnography . . . . . . . . . . . . . . . . . . . .17

PPaltridge, Brian . . . . . . . . . . . . . . . . . . . . .25Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . .12Pennypacker, Henry S. . . . . . . . . . . . . . . . . .8Piquemal Nathalie . . . . . . . . . . . . . . . . . . .16Planning Your Qualitative

Research Project . . . . . . . . . . . . . . . . . . .5Posch, Peter . . . . . . . . . . . . . . . . . . . . . . .21Potts, Anthony . . . . . . . . . . . . . . . . . . . . .19

27INDEX


Puddephatt, Antony . . . . . . . . . . . . . . . . .16

QQualitative Research . . . . . . . . . . . . . . . . .16Qualitative Research in International

Settings . . . . . . . . . . . . . . . . . . . . . . . . .19Quantitative Data Analysis in Education . . .5

RRadical Research . . . . . . . . . . . . . . . . . . . . .4Ranis, Sheri . . . . . . . . . . . . . . . . . . . . . . . .18Reframing Sociocultural Research

on Literacy . . . . . . . . . . . . . . . . . . . . . . .20Research as Social Change . . . . . . . . . . . .14Research Methods in Education . . . . . . . . .1Research Process in Classroom

Discourse Analysis, The . . . . . . . . . . . . .20Research Project, The . . . . . . . . . . . . . . . .26Research With Children . . . . . . . . . . . . . . . .2Researcher’s Toolkit, The . . . . . . . . . . . . . .26Researching Education from the Inside . . .19Researching Schools . . . . . . . . . . . . . . . . .12Researching Second Language

Classrooms . . . . . . . . . . . . . . . . . . . . . .14Researching Teaching . . . . . . . . . . . . . . . .14Researching Violence, Democracy

and the Rights of People . . . . . . . . . . . .16Researching with Integrity . . . . . . . . . . . . .18Roth, Wolf-Michael . . . . . . . . . . . . . . . . . .18Routledge Advances in Research

Methods Series . . . . . . . . . . . . . . . .11, 17Routledge Research in Education Series . .21Routledge Study Guides Series . . . . . .24, 26

SSchostak, Jill . . . . . . . . . . . . . . . . . . . . .4, 16Schostak, John F. . . . . . . . . . . . . . . . . . .4, 16Schratz, Michael . . . . . . . . . . . . . . . . . . . .14Schwandt, Thomas A. . . . . . . . . . . . . . . . .19SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . .9Shaffir, William . . . . . . . . . . . . . . . . . . . . .16Shank, Gary . . . . . . . . . . . . . . . . . . . . . . .11Sikes, Pat . . . . . . . . . . . . . . . . . . . . . . . . .19Smith, Karen . . . . . . . . . . . . . . . . . . . . . . .26Somekh, Bridget . . . . . . . . . . . . . . . . .19, 21Spindler, George . . . . . . . . . . . . . . . . . . . .20SPSS for Intermediate Statistics . . . . . . . . .13Starfield, Sue . . . . . . . . . . . . . . . . . . . . . . .25Statistical Concepts . . . . . . . . . . . . . . . . . .13Stephens, David . . . . . . . . . . . . . . . . . . . .19Stevens, James P. . . . . . . . . . . . . . . . . . . . .13Stone, Jody . . . . . . . . . . . . . . . . . . . . . . . .22Strategies and Tactics of Behavioral

Research . . . . . . . . . . . . . . . . . . . . . . . . .8Strategies for Researching Learning

in Higher Education . . . . . . . . . . . . . . . . .9Street, Brian . . . . . . . . . . . . . . . . . . . . . . .17Successful Writing for Qualitative

Researchers . . . . . . . . . . . . . . . . . . . . . .24

TTaber, Keith . . . . . . . . . . . . . . . . . . . . . . . .12Teachers as Researchers . . . . . . . . . . . . . .23Teachers Investigate Their Work . . . . . . . .21Teachers’ Library Series . . . . . . . . . . . .15, 23Teaching as Learning . . . . . . . . . . . . . . . . .23

Teaching, Learning, and Research in Higher Education . . . . . . . . . . . . . . . . . . .8

Tennant, Mark . . . . . . . . . . . . . . . . . . . . . .8Theory and Educational Research . . . . . . . .4Thesis and Dissertation Writing in a

Second Language . . . . . . . . . . . . . . . . .25Thomson, Pat . . . . . . . . . . . . . . . . . . . .3, 25Todd, Malcolm . . . . . . . . . . . . . . . . . . . . .26Townsend, Andrew . . . . . . . . . . . . . . . . . .12

UUsing Action Research to Improve

Instruction . . . . . . . . . . . . . . . . . . . . . . .22Using Narrative Inquiry as a

Research Method . . . . . . . . . . . . . . . . . .10Using Research Instruments . . . . . . . . . . .26Using Social Theory in Educational

Research . . . . . . . . . . . . . . . . . . . . . . . . .3

VVan den Akker, Jan . . . . . . . . . . . . . . . . . .11Video Research in the Learning Sciences . .12Voice in Qualitative Inquiry . . . . . . . . . . . .10von Hellermann, Pauline . . . . . . . . . . . . . .17Vygotsky and Research . . . . . . . . . . . . . . .11

WWaldman, Julia . . . . . . . . . . . . . . . . . . . . .26Walford, Geoffrey . . . . . . . . . . . . . . . . . . .14Walker, Rob . . . . . . . . . . . . . . . . . . . . . . .14Walters, Pamela B. . . . . . . . . . . . . . . . . . .18Webster, Leonard . . . . . . . . . . . . . . . . . . .10Weeks, Patricia . . . . . . . . . . . . . . . . . . . . .23Whitehead, Jack . . . . . . . . . . . . . . . . . . . .22Wilkinson, David . . . . . . . . . . . . . . . . . . . .26Woods, Peter . . . . . . . . . . . . . . . . . . . . . .24Wragg, Ted . . . . . . . . . . . . . . . . . . . . . . . .14

YYou and Your Action Research Project . . . .22Yudkin, Ben . . . . . . . . . . . . . . . . . . . . . . .26

ZZuber-Skerritt, Ortrun . . . . . . . . . . . . . . . .23Zuengler, Jane . . . . . . . . . . . . . . . . . . . . . .20

INDEX28


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