The SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry , edited by Clifton F. Conrad and Ronald C. Serlin stimulates and encourages students, faculty, and educational practitioners, including individuals in Pre K–16 education, government, and the private sector who conduct applied and policy-oriented educational research, to place the pursuit of ideas at the epicenter of their research—from framing meaningful problems to identifying and addressing key challenges to the reporting and dissemination of their findings. 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.
Daftar Isi
Preface
Acknowledgements
Introduction
Part One. Exploring Ideas: Embracing Inquiry and the Craft of Framing Meaningful Problems
Section I: Exploring the Multiple Purposes of Inquiry and Key Stakeholders – D.C. Phillips
Chapter 1: Muddying the Waters Even More: The Many Faces of Empirical Educational Inquiry – D.C. Phillips
Chapter 2. Speaking Truth to Policy and Practice – Robert E. Floden
Chapter 3. Minding the Gap Between Research and Policy Making – David N. Plank
Section II: Formulating Meaningful Problems – Daniel K. Lapsley
Chapter 4. Developing and Framing Meaningful Problems – Daniel K. Lapsley
Chapter 5. Inquiry Through a Keyhole: Retroduction – Ronald C. Serlin
Chapter 6. Reviewing Literature and Formulating Problems – Carolyn Kelley
Chapter 7. The Challenge of Framing a Problem: What is Your Burning Question? – Susan Harter
Chapter 8. Developing and Nurturing Interesting and Researchable Ideas – Kathryn R. Wentzel
Chapter 9. Situating Ourselves and Our Inquiry: A First-Person Account – James Youniss
Part Two. Pursuing and Sharing Ideas: The Design and Conduct of Inquiry and the Communication of Results
Section III: Opportunities and Challenges in Designing and Conducting Inquiry – Ronald C. Serlin
Chapter 10. Research Design in Qualitative/Quantitative/Mixed Methods – Michael R. Harwell
Chapter 11. Intellect, Light, and Shadow in Research Design – John P. Bean
Chapter 12. Comparative Education: An Approach to Educational Inquiry – David Phillips
Chapter 13. Conceptualizing and Conducting Meaningful Research Studies in Education – Ronald H. Heck
Chapter 14. Constructing Data – Kadriye Ercikan and Wolff-Michael Roth
Chapter 15. Constructing Analyses: The Development of Thoughtfulness in Working With Quantitative Methods – Michael Seltzer and Mike Rose
Chapter 16. Approaching Rigor in Applied Qualitative Research – J. Douglas Toma
Chapter 17. Constructing Conclusions – King D Beach, III, Betsy Jane Becker, and Mary M. Kennedy
Chapter 18. Windows of Possibility: Perspectives on the Construction of Educational Researchers – Anna Neumann and Aaron M. Pallas
Chapter 19. Education as Design for Learning: A Model for Integrating Education Inquiry Across Research Traditions – Richard Halverson and Erica Rosenfeld Halverson
Section IV: Writing, Voicing, and Disseminating Research – Elizabeth Graue
Chapter 20. Cultivating Idea-Centric Writing in Our Teaching of Writing – Laura A. Dunek and Clifton F. Conrad
Chapter 21. Writing in Education Research – Elizabeth Graue
Chapter 22: Experimenting With Voice and Reflexivity to Produce Multi-Voiced Texts – Elizabeth G. Creamer
Chapter 23. Getting the Word Out: Challenges and Opportunities in Explaining Educational Research to the World – Gerald W. Bracey
Part Three. Engaging Ideas: Reflections of Scholars
Section V: Reflections on Critical Incidents in Exemplary Inquiry – Elfrieda H. Hiebert
Chapter 24. Using Historical Methods to Explore Educational Questions – Marybeth Gasman
Chapter 25. Texts for Beginning Readers: The Search for Optimal Scaffolds – Elfrieda H. Hiebert
Chapter 26. Conducting Research on Leadership and Change in Education – Karen Seashore Louis
Chapter 27. College Access and Educational Research: Persistent Problems and New Perspectives – Ryan Evely Gildersleeve and Patricia M. Mc Donough
Chapter 28. The Arc of Research – William G. Tierney
Index
About the Editors
About the Section Editors
About the Contributors
Tentang Penulis
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.
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