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

Conrad, Clifton F; Serlin, Ronald C.

Hardcover

ISBN 10: 1412906407 ISBN 13: 9781412906401

Publisher: SAGE Publications, Inc, 2006

Synopsis

Research is increasingly becoming more influential in the field of education and this Handbook brings together a range of top academic experts who represent diverse fields within and outside of education, as well as quantitative, qualitative, and mixed method approaches to provide an upto-

date, advanced analysis of all relevant issues involved in educational research.

The Handbook is written in lively, welcoming prose and central to the handbook is an intention to encourage and

help researchers place ideas at the epicenter of inquiry. In addition explicit discussion of the fundamental challenges

that researchers must consciously address throughout their inquiry are identified and solutions provided to help future

researchers overcome similar obstacles.

About this title

Review:

“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.” (Gabriella Belli 2005-09-27)

"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." (Gregory R. Hancock 2005-09-01)

“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.” (Sean Mulvenon 2005-09-01)

”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.” (Paul Vogt 2005-09-01)

"By almost any measure, this compendium of materials on research in education represents an impressive tour de force.  There is much about it to inspire admiration.  For those seeking to quench their thirst with a metaphorical glass of water, the SAGE Handbook supplies a veritable firehose torrent of analysis and critical commentary."

―THE REVIEW OF HIGHER EDUCATION (Christopher J. Lucas The Review of Higher Education - Winter 2008 2008-04-15)

"This book makes a timely and much welcomed contribution to empirical educational research." (Spyros Themelis 2009-04-17)

"By almost any measure, this compendium of materials on research in education represents an impressive tour de force.  There is much about it to inspire admiration." (ChristopherJ. Lucas 2011-09-14)

About the Author:

Clifton F. Conrad has been Professor of Higher Education at the University of Wisconsin-Madison since 1987. He previously taught at the University of Denver (1975-1977), The College of William and Mary (1977-1981), and the University of Arizona (1981-1987)―where he also served as a Department Chair and as Associate Dean for Academic Affairs. His research program is centered on college and university curriculum―at the undergraduate and graduate levels, in the liberal arts and sciences as well as in professional fields. Books that he has authored or co-authored include The Undergraduate Curriculum, A Silent Success: Master's Education in the United States, and Emblems of Quality in Higher Education: Developing and Sustaining High-Quality Programs. While he has published quantitative studies in journals such as the American Educational Research Journal and the Journal of Education Finance, the majority of his research has been fueled by qualitative approaches to inquiry―work that appears in journals ranging from Sociology of Education to the Journal of Higher Education. A former President of the Association for the Study of Higher Education, since 1980 he has been a key expert witness and consultant to the U.S. Department of Justice and the Office of Civil Rights (U.S. Department of Education) in major civil rights cases and inquiries involving race and gender in higher education in nine states. Two of these cases led to landmark decisions by the U.S. Supreme Court, including one in which his scholarship was cited approvingly.

Ronald C. Serlin is an Emeritus Professor in the Department of Educational Psychology at the University of Wisconsin-Madison. He teaches courses in nonparametric statistics and the philosophy of science and statistics. His mastery in teaching earned him a Chancellor's Distinguished Teaching Award early in his career. His expertise as a statistical consultant has led to long and fruitful collaborative efforts with colleagues in the School of Nursing and the Departments of Neurology, Art Education, and Journalism & Mass Communication, among others. Currently, he is engaged in two major lines of research. One examines the effects of violations of assumptions on known and proposed parametric and nonparametric tests, a knowledge of which helps to increase the validity of statistical conclusions. The other investigates the philosophical underpinnings of statistical hypothesis testing, an effort linking modern philosophy of science and statistical practice to delineate the role of statistics in the scientific endeavor. He has published regularly in Psychological Bulletin and Psychological Methods and in such wide-ranging journals as the Journal of the American Medical Association, the Journal of Research in Music Education, and Pain. An article he co-authored won the Annual Research Report award competition for Division D of the American Educational Research Association. He won an award for Outstanding Contributions to Nursing Education, and recently he won a School of Education Distinguished Achievement Award. He served three nonconcurrent terms as Department Chair.

About this edition

• Publisher: SAGE Publications, Inc
• Publication date: 2006
• ISBN 10: 1412906407
• ISBN 13: 9781412906401
• Binding: Hardcover
• Edition number: 1
• Number of pages: 624