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

Front Cover
SAGE, 2006 - Education - 598 pages
1 Review
The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry, edited by Clifton F. Conrad and Ronald C. Serlin, invites and stimulates students, faculty, and policymakers to become more self-reflective in their inquiry. Placing the pursuit of ideas at the epicenter of research, distinguished K–12 and higher education scholars advance myriad ideas for enhancing educational inquiry, relying extensively on narratives, vignettes, and examples of key episodes in inquiry.  These exemplars illuminate past, present, and emerging approaches across fields and domains of inquiry to research in education.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

What Knowledge Users Want
23
Minding the Gap Between Research and Policymaking
37
Identifying Meaningful Problems
53
What Are We Tripping On? Transgressing the Fault Lines
95
on School Family and Community Partnerships
117
Reconceptualizing and Recentering
175
Explorations in
197
Counseling Psychology
219
Conceptualizing and Conducting Meaningful
373
Rationale and Rigor in Choosing What to Observe
393
Approaching Rigor in Applied Qualitative Research
405
Challenges in Conducting Inquiry
425
Constructing Data
451
The Development
477
Constructing Conclusions
493
Challenges in Writing
511

Educational Leadership
237
An Approach to Educational Inquiry
279
Enriching Inquiry Through
295
A FirstPerson Account
303
Developing and Nurturing Interesting and Researchable Ideas
315
What Is Your Burning Question?
331
Challenges in Preparing for Inquiry
349
Experimenting With Voice and Reflexivity in Social Science Texts
529
Challenges and Opportunities
543
Author Index
557
Subject Index
575
About the Editors
587
Copyright

Other editions - View all

Common terms and phrases

About the author (2006)

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.

Bibliographic information