Education has continued to grow in stature and significance as an academic discipline. In addition to world renowned research studies the growth of education has been seen in the methodology and methods underpinning its research. Wyse, D. Wyse, Dominic, et al.. SAGE Knowledge. Have you created a personal profile?
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We undertake an annual audit to monitor our sustainability. Suter Burke Johnson, Anthony J. Prudente and Socorro Echevarria Aguja Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, , this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency.
Enquiries concerning reproduction outside those terms should be sent to the publishers. Key areas of work are the teaching of writing, reading and creativity. Neil has written extensively on a number of issues, including digital exclusion, education technology policymaking and student experiences of technology-based learning. She researches issues of educational equity and the role that educational policy can play in reducing inequalities and closing achievement gaps in both the national and international context.
Recent and on-going work has been in the following areas: shortages in the STEM workforce, special education and school accountability, inequalities in participation in post-compulsory science programmes and school policy in England.
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She has a general interest in research methods and has taught on many research methods courses at both undergraduate [Page xx] and postgraduate level. Larry E. He received his undergraduate education in sociology at the College of Idaho and advanced degrees MA and PhD in sociology at Duke University in and He was employed for 21 years as a statistician at the US Census Bureau as chief of the Education statistics branch and at the National Center for Education Statistics where he expanded the program of international education to include large scale cross national surveys of science, mathematics, and reading.
He worked for 21 years as a program director for research on science and mathematics education at the National Science Foundation. After retiring from the US government in , he has continued conducting research on education as a visiting scholar at the University of Michigan and as a part-time lecturer at the Medical School of Harvard University. His published works include analysis of international comparative studies, studies of informal learning, and indicators of science education.
He has been an adjunct professor at the University of Maryland, Georgetown University, and a visiting scholar at Stanford University where he taught courses in sociology, educational policy, and research design. Socorro Echevarria Aguja has been handling life science courses in both undergraduate and graduate levels for the past 15 years. Her current research activities are focused on science education, climate change studies, and environmental pollution. Dr Aguja also served as research and training consultant of research leaders and managers of State Universities and Colleges in the Philippines.
Moreover, Dr Aguja facilitates the conduct of seminar workshops on Action Research in the different public schools in the country. Her research interests focus on the study of social interactions and emotions online, the exploration of the relationship between social isolation and social media use in later life online and the use of mix-methods in digital sociology. Amanda has published extensively in the above areas, including books, Handbook chapters, international journals and academic texts.
She is current editor of the journal Studying Teacher Education , an international journal of self-study, former Chair of the American Education Special Interest group in Self-study of Teacher education practices, and Associate Editor of Research in Science Education. Ms Bielick has over 20 years of experience designing, managing, and analysing surveys and currently provides survey research expertise for parent and school administrator surveys sponsored by the US Department of Education.
She has authored several publications on survey and education research and presented on and trained academic researchers in survey methods for education research in the United States and internationally. With a long standing interest in how evidence can aid education policy and practice, Chris has written four books including Leading the Use of Research and Evidence in Schools , several papers and has presented on the subject at a number of international conferences in Europe, and North America.
The award is presented to an individual who, within the first eight years of the career of an educational scholar, has demonstrated a strong record of original and significant scholarship related to educational change. She is a participatory action researcher who conducts work in both school and community settings. Her current research focuses on research ethics in educational and community settings and on the transformation of institutions of higher education through action research. She uses Next Steps and the British birth cohort studies of , and in her research and has published on areas including: non-response, new methods of data collection, biomedical data collection and administrative data linkage.
Her work focuses on bridging research and practice in K education. In recent years, her work has focused on youth and technology—specifically game programming as a way to engage all students and increase interest in and confidence of underrepresented youth in the field of computer science. Her understanding of both educational practice and computer programming has led to presentations and publications in the fields of education and computer science education. Kathleen M. Dr Collins has presented more than papers at international, national, and regional conferences, and she has published more than 80 research articles, book chapters, and encyclopedia chapters.
Her other research interests include youth programmes and alternative education provision. Susila was also a research and data analyst for several years at the Specialist Schools and Academies Trust. A recent related publication includes Sammons, P. In: C. Chapman et al eds. Routledge International Handbook of Educational Effectiveness.
Her primary focus is on parental educational attainment and how it can influence the development of the home environment throughout childhood, adolescence, and the transition to adulthood. She has published extensively on the use of secondary datasets for use in psychological and educational research to enhance scientific integrity. As part of a long-standing commitment to bridge research and practice, Dr Denner [Page xxiv] builds research-evaluation partnerships with universities, schools and after-school programs.
She has been principal investigator on 20 federal grants, written numerous peer-reviewed articles, and co-edited two books. Her research explores the connections between technology, learning and inequalities across the life course. Her research interests focus on the psycho-social dimensions of legal addictions smoking, alcohol as they intersect with new technologies e-cigarettes, surveillance.
She has a particular interest in research ethics, stemming from her experience of several years as a member of the Social Science and International Studies Ethics committee, including two as Chair. Lyndsie N. She is also a doctoral student in the Health Care Ethics program and once communicated with a serial killer for a year.
Prior to joining the faculty she was a former DNA analyst at the U. Her primary research interests include the improvement of ethics education in forensic science and DNA mixture interpretation. Her research uses qualitative methodology to study educational settings. Her areas of interest include social class, race, and gender as they intersect with student identities, student retention, and pedagogies. She is the author of Class Construction: White working-class student identity in the new millennium Lexington, and co-editor with Amy Stich of The Working Classes and Higher Education: Inequality of access, opportunity and outcome Routledge, He has been the principal applicant on several major Economic and Social Research Council funded research projects since He has several major research interests.
The first is the use of statistical modelling techniques in the construction and analysis of educational tests with a particular interest in institutional and international comparisons. He has written extensively on the use and misuse of item response modelling in educational testing.
The second interest is in the methodology of multilevel modelling. His major recent book, Multilevel Statistical Models Wiley, , 4th edition is the standard reference text in this important area of statistical data analysis. The third interest is developing efficient methods for handling missing data and measurement errors in multilevel models. Trained as an anthropologist he has forty years of experience of social research, most of it evaluation research in education, health, social and community work and is the author of many papers on research methodology.
His work concerns the robust evaluation of education as a lifelong process, focused on issues of equity and effectiveness. He regularly gives advice to governments and other policy-makers, and is a widely read and cited methodologist, involved in international and regional capacity-building activities, and used regularly as an adviser on the design of evaluations by central and local governments, NGOs and charities. He is author of around 30 books and over 1, other publications.
Dr L Mazzoli Smith - Durham University
She received her [Page xxvi] PhD from the same university in Her thesis is titled Tracing learning in interaction. An analysis of shared reading of picture books at kindergarten and shows a research interest at the interface between education and communication. She has a particular interest in classroom interactions in relation to knowledge and she uses conversation analysis to identify the fundamental structures and practices in interaction that are related to knowledge construction.
Currently, she is carrying out work to explore the interactional characteristics of the development of understanding of mathematics in primary education. Christoph A. His main research interests include specialized discourse, digital literacies, and language learning and technology. In addition to his other publications, he is co-author of Understanding Digital Literacies: A practical introduction Routledge, , co-editor of Transparency, Power and Control: Perspectives on legal communication Ashgate, and co-editor of Discourse and Digital Practices: Doing discourse analysis in the digital age Routledge, He has published extensively in the areas of language and education, classroom learning, and teacher development in high and low income developing countries.
He has secured large-scale funding from research councils and government and non-government agencies in the UK and overseas and his research has played an important role in policy formation and implementation in East Africa, South-east Asia and the Middle East. She conducts research into classroom discourse and interaction, dialogic pedagogy and teacher education in high and low-income countries. She has been involved in a number of international research projects and has published widely on teacher professional development.
She is currently carrying out a 2-year Randomised Controlled Trial of a teacher professional development intervention designed to improve the quality of classroom talk, learning and attainment in schools serving socially deprived areas of England. Informed by her research, Jan contributes to staff professional development courses on teaching and learning in schools and higher education.
Research Areas: John Dewey, pragmatism, neopragmatism, epistemology, aesthetics. Justin Jager is Assistant Professor within the T. His research focuses on how person-context interactions inform developmental trajectories across adolescence and the transition to adulthood. His more recent work also documents, through the latent modeling of dyadic and triadic data, unique and shared perspectives among family members regarding family functioning and family relationships. His research areas include methods of social research; program evaluation; quantitative, qualitative and mixed methods; and philosophy of social science.
Paul E. He received his PhD in developmental psychology from Yale University in , and since then has taught and conducted research on adolescent development, family dynamics, and developmental psychopathology, as well as research methods and statistics. He recently published a book on statistical mediation and moderation , and is currently working on a book to describe curvilinear relationships among variables.
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Barbara B. Her research has centered on issues of interest to indigenous women, the Muscogee Creek women specifically, and issues related to the pedagogy of research methods. Her evaluation work [Page xxviii] has included evaluating numerous grants funded, for example, by the National Science Foundation and The Centers for Disease Control. He studies the social organization of schools, student engagement, and teacher effectiveness. He teaches courses in educational reform, leadership, the sociology of education, and both introductory and advanced statistics for the social sciences.
He has used conversation analysis to investigate classroom interaction, emergency calls and health communication. His present research is concerned with the use in interaction of linguistic and embodied tokens of understanding. Joshua J.
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He is also Director of Data and Analytics for the Highlander Institute, where he is primarily responsible for researching the efficacy of educational software used in K educational settings. His research interest is in growth and value-added models used for accountability purposes, and in the use of data for decision-making in organizations. As a content coordinator, Ms.
Marsh helps create and develop website taxonomies, and finds, assesses and adds, tags, and shares thousands of content items for multiple sites. Marsh also creates training and intervention products, coordinates projects that build mobile educational apps, and develops elearning courses and live webinars.
She is currently coordinating a National Institutes of Health project for Dr Denner using serious games and baseball to teach math and science to middle schoolers. His research Being Homeless , Lexington Books, and Middle Eastern Lives in America , Rowman and Littlefield, , with Karyn McKinney explores how identities are socially constructed and managed in everyday encounters and in institutional settings. He also has an active publication record on the pedagogy of research.
His books Qualitative Research in Sociology Sage, and Doing Qualitative Research: A Comprehensive Guide Sage, , with David Silverman provide overviews of qualitative research methods from data collection to analysis and writing. Joseph A. His doctoral degree is in anthropology, but for the past 35 years his research has been mainly in education, with an increasing focus on methodology.
He is the author of Qualitative Research Design: An Interactive Approach 3nd edition, Sage, and A Realist Approach for Qualitative Research Sage, , as well as articles on qualitative and mixed methods research, sociocultural theory, Native American societies, and medical education. His current research deals with using qualitative methods for causal explanation, validity in qualitative and quantitative research, the history and breadth of mixed methods research, the value of philosophic realism for research, and the importance of diversity and dialogue across research paradigms and methods.
Dr McCoach has co-authored over peer-reviewed journal articles, book chapters, and books, including Instrument Design in the Affective Domain and Multilevel Modeling of Educational Data. With Georgina Brewis He is currently completing a book on the social history of educational studies and research. Before that he was a primary school teacher in Bristol, England. Inger Mewburn is an Associate Professor at the Australian National University specialising in the scholarship and teaching of in research education.
She has been working in the field of research education for ten years and currently the holds the position of Director of Research Training responsible for co-ordinating, communicating and measuring research training activities at ANU. Inger is the founder and editor of The Thesis Whisperer blog, which at time of writing has 76, followers over Wordpress, Facebook and Twitter.
Over its lifetime the blog has had over 5 million views with more than two and a half million unique visits.
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The blog is an active hub in the world wide community of PhD scholars which has had over 6 million visits at time of writing. He has also held academic posts in language and literacy teacher education at Deakin University in Australia and the National Institute of Education in Singapore. Mark received his PhD in Education in Language, Literacy and Culture from the University of California, Berkeley, and his research is principally focused on the semiotic, sociocultural, and pedagogical implications of multimodal communication, particularly across geographic and cultural boundaries and via digital media technologies.
Sarah D. Newton is an advanced doctoral student of Research Methods, Measurement, and Evaluation at the University of Connecticut. For twenty five years her interests have focused on the interaction between [Page xxxi] researchers and people making decisions in their professional and personal lives.
With this in mind she has been developing methods to collate knowledge from whole bodies of research — systematic reviews — not just single studies. London: SAGE. Doing Research in Education: Theory and Practice. London: Bloomsbury Publishing. Ethical Practice in Early Childhood. Webb, R. Peer-Refereed journals and research reports:. McNaughton, J. Meerza, A. DOI: Volume Volume 31 - Issue 02 - July Volume 19, Issue 2 , June , pp. Cardiff: Cardiff Metropolitan University. The what, why, how and when of research capacity building in a modest pilot project with EAL learners and science', Welsh Journal of Education , 15 1 , pp.
EGAN, D. Cardiff: Welsh Assembly Government. Swindon: ESRC. Sydney: Australian Computer Society, pp. A formula for success? Published paper in peer refereed conference proceedings:. Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia.
Young Children and Learning Technologies. National and international conference papers and research dissemination:. Beauchamp, G. July th Sydney, Australia.