The BERA/SAGE Handbook of Educational Research

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic's research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA). Emma Smith is Reader in Education at the University of Birmingham

Introduction - Editors PART 01: UNDERSTANDING RESEARCH 01 Reasons for Education Research - Ian Menter 02 The role of theory in research - Mary Lou Rasmussen 03 The Ethics of Research - Hannah Farrimond 04 Shared principles of causal inference in qualitative and quantitative research - Sean Kelly 05 The Validity and Reliability of Research: A Realist Perspective - Joseph A. Maxwell PART 02: PLANNING RESEARCH 06 Approaches to Reviewing Research in Education - Jill Denner, Erica Marsh & Shannon Campe 07 Purposes for Educational Research - Peter Tymms 08 Research Questions in Education Research: their neglect, role and development - Patrick White 09 An introduction to the importance of research design - Stephen Gorard 10 A positivist orientation: hypothesis testing and the 'scientific method' - Roger Gomm 11 Interpretivism as a Theory of Knowledge - David Scott 12 Unpacking Pragmatism for Mixed Methods Research: The Philosophies of Peirce, James, Dewey, and Rorty - R. Burke Johnson, Anthony J. Onwuegbuzie, Cornelis de Waal, Tres Stefurak & David Hildebrand 13 Sampling Decisions in Educational Research: Criteria, Designs, Challenges - Kathleen Collins PART 03: APPROACHES TO RESEARCH 14 Historical Research - Gary McCulloch 15 Using International Comparative Studies in Achievement in Educational Research - Larry E. Suter 16 Ethnography - Sara Delamont 17 Grounded Theory - Robert Thornberg 18 Case Study Research - Malcolm Tight 19 Surveys: longitudinal, cross-sectional and trend studies - Alice Sullivan & Lisa Calderwood 20 True Experimental designs - Carole J. Torgerson & David J. Torgerson 21 Lighting a Spark, Seeing the Light: Educational Action Research as Transformative Practice - Mary Brydon-Miller, Maricar Prudente & Socorro Aguja 22 Systematic review and Meta-Analysis - Sandy Oliver & Janice Tripney 23 Mixed Methods Approaches and their Application in Educational Research - Pamela Sammons & Susila Davis 24 Using Secondary Data Analysis for Educational Research - Pamela E. Davis-Kean & Justin Jager 25 Researching in digital environments - Rebecca Eynon PART 04: ACQUIRING DATA 26 Access, Sites and Settings - Jerry West 27 Observation and recording classroom processes - Frank Hardman & Jan Hardman 28 Personal experience methods in practitioner research - Amanda Berry & Monica Taylor 29 Multimodality, Meaning and Data Analysis - Mark Nelson 30 Research Interviews - Amir Marvasti & Carrie Freie 31 Surveys and Questionnaires - Stacey Bielick 32 Measurement - Stephen G. Sireci & Joshua Marland PART 05: ANALYSING DATA 33 Cataloguing and organizing data - Susan Jekielek 34 The Role of Theory in Quantitative Data Analysis - Terri D. Pigott 35 Descriptive statistics - Jeffrey T. Steedle 36 Inferential statistics - Paul E. Jose & Agnes Szabo 37 How should numeric data be analysed? - Stephen Gorard 38 Coding and Analyzing Qualitative Data - Barbara B. Kawulich 39 Conversation Analysis - Myrte Gosen & Tom Koole 40 Discourse analysis/Critical discourse analysis - Christoph A. Hafner 41 Content Analysis - James B. Schreiber & Lyndsie N. Ferrara 42 Confirmatory Factor Analysis - Betsy McCoach & Sarah D. Newton 43 Logistic Regression - Chao-Ying Joanne Peng 44 Multilevel modelling for educational data - Harvey Goldstein 45 Big Data and Educational Research - Roser Beneito-Montagut PART 06: REPORTING, DISSEMINATING & EVALUATING RESEARCH 46 Generalizability - Guillermo Solano-Flores 47 Writing about research - Pat Thomson 48 Communicating Research Findings - Mark Rickinson 49 Social media and academic publishing - Inger Mewburn & Pat Thomson 50 Evaluation of and Accountability for Individual and Institutional Research on Education - Larry E. Suter 51 Using Research Findings - Chris Brown

The British Educational Research Association (BERA) has worked with SAGE to develop a high quality research methods handbook for students studying education and related areas. The book is published in two volumes and over 1,000 pages, so a substantial resource by any scale. The contributions are listed thematically in six parts, progressing from a background to research enquiry, through planning research, approaches or design, acquiring data, analysis and lastly reporting, disseminating and evaluation. Over 50 authors are included, many highly eminent in their fields. This handbook makes a valuable and authoritative contribution to the research endeavour for all those working or studying in the field of education. -- Steve Strand This handbook is very timely. Its structure and contents will be of great interest to British Educational Research association members, surely, but also to a much more broad audience. The editors aim to help education researchers craft thorough, theoretically sound research methods and approaches to counteract some of the ways ideologies trump evidence in relation to educational policy decisions. Chapters in various sections delineate steps in the research process, offering deep dives into data collection and analysis. The volume's contents will be of interest to those embarking on new projects, from practicing researchers to those just learning about education research. -- Jessica Pandya This Handbook, so well conceptualized and now realized by Wyse, Selwyn, Smith and Suter offers an authoritative and thoughtful set of insights, ideas, approaches and understandings about research. The Handbook illustrates the importance of educational research whilst also making clear that pushing the boundaries and working at the cutting edge is crucial for educational development and meaningful change. In the range of authors and topics examined through the Handbook, new insights into shaping what we know, how we know it and why it counts immediately comes to the fore. This Handbook offers the methodological support essential to answering the important questions in education today. -- John Loughran Bringing together an array of the best known and respected authors in the field, The BERA/Sage Handbook of Educational Research provides a comprehensive compendium of educational research approaches, and represents an outstanding and timely contribution to the discipline. Ambitious in its breadth and depth, this collection addresses all stages of the research journey from design to dissemination, a rich variety of different research methods, and the different theoretical debates informing methodologies. This Handbook will be an indispensable manual for new educational researchers, and a stimulating resource for established researchers. -- Becky Francis In this collaboration between a professional society, the British Educational Research Association, and a publisher, SAGE, we have a comprehensive Handbook of Educational Research that speaks to issues of research conceptualization and philosophical underpinnings, methodological rigor-both qualitative and quantitative-and application to policy and practice. The educational researcher seeking one source for advice (albeit in two volumes!) is likely to find it here. The graduate student pursuing a career in academia, policy or practice is likely to find the Handbook remarkably useful and accessible. The Handbook is, as well, a response to those critics of educational research who claim it's fraught with methodological weakness, pointy headed intellectualism, or both. -- Richard J. Shavelson "Rare is the work that is accessible enough to serve as an introduction and in depth enough to serve as a reference source for seasoned professionals. The handbook does both, and is deserving of a place on the bookshelf of every educational research professional. This book is recommended for academic libraries" -- S. Mofford * ARBA * Although relevant to those at any stage of their career, this Handbook will be of particular value to new and emerging researchers, including doctoral students. As a student in the final stages of doctoral thesis writing, one of us found the combination of theory and practice backed up by real world examples pertinent to each stage of their research. Reading this Handbook, the reader begins to appreciate how educational research has developed as a discipline historically, academically and practically. -- Charlotte Vidal-Hall and Richard Race * London Review of Education * Anybody who is currently carrying out educational research will benefit from the material in this Handbook. -- Richard Race & Charlotte Vidal-hall * British Journal of Educational Studies *