The SAGE Handbook for Research in Education
Pursuing Ideas as the Keystone of Exemplary Inquiry
- Clifton F. Conrad - University of Wisconsin - Madison, Chile
- Ronald C. Serlin - University of Wisconsin - Madison, USA
As well as supporting readers to place the pursuit of ideas as the keystone of exemplary inquiry, the Handbook draws on the perspectives of scholars representing diverse fields within the field of education-from pre-kindergarten to elementary and secondary school to higher education-as well as qualitative, quantitative, and mixed-methods approaches to inquiry. The chapters are punctuated throughout by the voices of authors who wrestle with the formidable challenges of framing and conducting and reporting meaningful inquiry.
New to the Second Edition:
-The Handbook has been re-conceptualized into three parts: Part One.Exploring Ideas: Embracing Inquiry and the Craft of Framing Meaningful Problems; Part Two, Pursuing and Sharing Ideas: The Design and Conduct of Inquiry and the Communication of Results; and Part Three, Engaging Ideas: Reflections of Scholars.
-Section II has been completely revised to include new chapters focused on formulating meaningful problems.
-Eleven new chapters have been added on the following topics: developing and framing meaningful problems; reviewing literature and formulating problems; research design in qualitative/quantitative/mixed methods; integrating education inquiry across research traditions; writing, voicing, and disseminating research; using historical methods; appropriate scaffolds for new researchers; conducting research on leadership and change in education; and the arc of research.
-Chapters by the following scholars have been added: Laura Dunek, Marybeth Gasman, Michael R. Harwell, Erica Rosenfield Halverson, Richard Halverson, Elfrieda H. Hiebert, Carolyn Kelly, Karen Seashore Louis, Ronald C. Serlin, and William G. Tierney.
“Such a Handbook is extremely needed and should become an important resource. I have taught statistics and research methods courses for doctoral students in a College of Education for about 20 years and have never found a book that includes the elements proposed for this Handbook. Most research methods texts that I have reviewed do not help a student (or researcher) learn how to think about inquiry from a perspective of ‘developing meaningful knowledge and understanding.’ [This Handbook does.] I look forward to making use of it with my own students.”
“The book takes an interesting, refreshing, and even provocative approach to Educational Research. I think that faculty who want to teach their students not just how to do research, but also how to think about research, will be delighted with this work."
“The Handbook does an excellent job of discussing the integration of intellectual reasoning and scientific methodology to create a more comprehensive scholarly product. The Handbook also expounds on additional essential topics in generating research outcomes that will produce meaningful results contributing to the various paradigms. There is a definite need for this type of Handbook in education. More specifically, it is needed to develop an appreciation in education for this type of inquiry and to support the academics who strive to grow this understanding of research in graduate students and colleagues.”
”The book promises to be more advanced than the typical survey text, and it looks to me like it will be more advanced without being more technical. What we need, I believe, are volumes that raise the intellectual level of discussion about research in education. We too often jump from the elementary to the arcane. This volume could help fill that gap.”
Sample Materials & Chapters
Chapter 10: Research Design in Qualitative/Quantitative/Mixed Methods
Chapter 28: The Arc of Research
