Educational research and evidence-based practice / edited by Martyn Hammersley.
Contributor(s): Hammersley, Martyn [editor]
.
Material type: 
BookPublisher: Los Angeles : Milton Keynes, SAGE Publications ; The Open University, 2007Description: xix, 295 pages ; 25 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781412945622 (paperback); 9781412945615.Subject(s): Education -- Research -- Great Britain | Teaching -- Great BritainDDC classification: 370.72
| Item type | Current library | Call number | Status | Barcode | |
|---|---|---|---|---|---|
| General lending | MTU Cork School of Music Library Lending | 370.72 (Browse shelf(Opens below)) | Available | 00205105 |
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Enhanced descriptions from Syndetics:
Combining classic articles that have been key markers in recent debates with some new material, this book addresses the problems involved in educational research and the issues surrounding its contribution to policymaking and practice.
The authors examine the diverse approaches within qualitative research and address some of the key areas which have attracted criticism. They consider what role research should play and examine the case for randomised controlled trials and for action research.
The book is suitable for any undergraduate or postgraduate student concerned with educational research methodology, as well as those focusing on educational policy and practice, and students doing PhDs and EdDs.
Includes bibliographical references and index.
Table of contents provided by Syndetics
- Introduction
- Part 1 Debates About Evidence-Based Practice
- 1 Teaching as a research-based profession: possibilities and prospects
- 2 Educational research and teaching: a response to David Hargreaves' TTA Lecture
- 3 In defence of research for evidence-based teaching: a rejoinder to Martyn Hammersley
- 4 A reply to Hargreaves
- 5 Making evidence-based practice educational
- 6 Making Evidence-based practice educational: a rejoinder to John Elliott
- 7 Evidence-informed policy and practice: challenges for social science
- 8 Intellectuals or technicians? The urgent role of theory in educational studies
- 9 Beyond reflection: contingency, idiosyncrasy and reflexivity in initial teacher education
- Part 2 The Nature of Educational Research
- 10 On the kinds of research in educational settings
- 11 The paradigm wars and their aftermath: a "historical" sketch of research on teaching since 1989
- 12 Action research
- 13 Increasing the generalisability of qualitative research
- 14 Critical incidents and learning about risks: the case of young people and their health
- 15 Interrogating the discourse of home-school relations: the case of parents' evenings
- 16 Labouring to learn?: industrial training for slow learners
- 17 An appraisal of Labouring to learn
- 18 The obviousness of social and educational research results
Author notes provided by Syndetics
Martyn Hammersley is an emeritus professor of educational and social research at The Open University, UK. He has carried out research in the sociology of education and the sociology of the media. However, much of his work has been concerned with the methodological issues surrounding social enquiry. He has written several books including (with Paul Atkinson) Ethnography: Principles in Practice (fourth edition, Routledge, 2019), The Dilemma of Qualitative Method (Routledge, 1989), The Politics of Social Research (SAGE, 1995), Reading Ethnographic Research (second edition, Longman, 1997), Taking Sides in Social Research (Routledge, 2000), Educational Research, Policymaking and Practice , (London, Paul Chapman/SAGE, 2002), Questioning Qualitative Inquiry (SAGE, 2008), Methodology Who Needs It? (SAGE, 2011), The Myth of Research-Based Policy and Practice (SAGE, 2013), The Limits of Social Science (SAGE, 2014), and The Concept of Culture (Palgrave Macmillan, 2019). Website: http://martynhammersley.wordpress.com/