Research Methods and Methodologies in Education

′This work will be of immense value to those who are undertaking a significant post-graduate research study in Education. The array of impressive contributors writes in an accessible and clear manner, and brings the attention of the reader to both technical and conceptual terms. This book certainly will be an addition to my own reference library′ - Susan Groundwater-Smith, Faculty of Education and Social Work, University of Sydney   This straightforward and jargon-free book will provide students with the theoretical understandings, practical knowledge and skills they need to carry out independent research. The international contributors identify key research methodologies, data collection tools and analysis methods, and focus on the direct comparisons between them. Each chapter sets out the strengths and weaknesses of a key research method by: identifying specific research designs presenting a series of relevant data collection tools highlighting which analytical methods which can be used. The chapters cover the full range of methods and methodologies, including internet research, mixed methods research and the various modes of ethnographic research. Additional online materials are also available including links to useful journal articles enabling further reading and exploration of each chapter. This is a key book for M-level students and other postgraduates within Education and Educational Research Methods courses. James Arthur is Head of School and Professor of Education and Civic Engagement at the University of Birmingham, UK. Michael J. Waring is a Senior Lecturer in the School of Sport, Exercise and Human Sciences at Loughborough University, UK. Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University, UK. Larry V. Hedges (PhD) is Board of Trustees Professor of Statistics and Social Policy, at the Institute for Policy Research, Northwestern University, US.

Table of Contents:
PART ONE: INTRODUCTION TO RESEARCH METHODS AND METHODOLOGIES IN EDUCATION How This Book Can Help You - James Arthur The Nature of Educational Research: Exploring the Different Understandings of Educational Research - Robert Coe Finding Your Theoretical Position - Michael Waring PART TWO: BASIC PRINCIPLES AND PRACTICE IN CONDUCTING RESEARCH Design of Empirical Research - Larry V. Hedges Planning Your Research - Laura Day Ashley Conducting Your Research - Robert J. Coe Research Impact and Dissemination - Marilyn Leask PART THREE: KEY METHODS Dimension 1: Research Designs Action Research - Carol Munn-Giddings Naturalistic Research - Rob Walker Ethnographic and Representational Styles - Ghazala Bhatti Grounded Theory - Robert Thornberg Visual Methodologies - Jenni Karlsson Case Study Research - Laura Day-Ashley Issues of Truth and Justice - Ian Davies and Andrew Peterson Surveys and Longitudinal Research - Anna Vignoles Statistical and Correlational Techniques - Stephen Gorard Secondary Data - Emma Smith Impact Evaluation - Steve Higgins Interventions: Experiments - Peter Tymms A Systematic Review - Mark Newman and Kelly Dickson Mixed Methods - Gert Biesta Philosophical Research - Richard Pring Dimension 2: Data Collection Tools Observation-Based Research - Michael V. Angrosino In-Depth Interviews - Carolyn L. Mears Techniques to Assist with Interviewing - Rosalind Hurworth Focus Groups and Group Interviews - Anita Gibbs Internet-Based Methods - Rhona Sharpe and Greg Benfield Doing Blog Research - Axel Bruns and Jean Burgess Documentary Methods - Gary McCulloch Systematic Reviews - Carole Torgerson, Jill Hall and Kate Light Questionnaires - Peter Tymms Measurement and Validity - Ronald K. Hambleton Dimension 3: Analysis Methods Software and Qualitative Data Analysis - Graham R. Gibbs Statistical Analysis Tools - Paul Connolly Discourse Analysis - Elaine Vaughan Media-Analysis - Michael Atkinson Visual Methodologies and Social Change - Claudia Mitchell Grounded Theory - Michael Waring Ethnography as Epistemology - Judith L. Green, Audra Skukauskaite and W. Douglas Baker Biographical Research Methods - Michael Tedder Statistical Hypothesis Tests - Michael Borenstein Analysis of Variance (ANOVA) - Harvey J. Keselman and Lisa Lix Multiple Linear Regression - Stephen Gorard Multilevel Analysis - Mike Seltzer and Jordan Rickles Effect Size - Robert Coe Meta-Analysis - Larry V. Hedges

About the Author :
Professor James Arthur, Deputy Pro-Vice-Chancellor, Professor of Education and Civic Engagement, University of Birmingham. He is Director, Jubilee Centre for Character and Virtues, an inter-disciplinary research centre focussing on character, virtues and values in the interest of human flourishing. He has written widely on the relationship between theory and practice in education, particularly the links between communitarianism, social virtues, citizenship, religion and education. He is Secretary to the Society for Educational Studies. Dr Michael Waring, Griffith Institute for Educational Research, School of Education and Professional Studies, Griffith University, Australia. He sits on the executive of the Society for Educational Studies, and is on the editorial board of the British Journal of Educational Studies and Higher Education Pedagogies. His research interests focus on the development of inclusive participatory pedagogy, assessment feedback, research literacy and the use of learning technologies as part of distance and blended learning in higher education and initial teacher education contexts. Generally, and as part of the exploration of this personalised learning agenda, he is interested in the use and innovative development of qualitative research methodology. Robert Coe, Director of Research and Development at Evidence Based Education, Senior Associate at the Education Endowment Foundation and Honorary Professor of Education at Durham University.  His research interests focus on the application of research to supporting improvements in educational practice, drawing on experience as a university professor and high school teacher, with particular expertise in evaluation methodology and educational assessment. Larry V. Hedges is one of eight Board of Trustees Professors at Northwestern, the university’s most distinguished academic position. He holds appointments in statistics and data science, psychology, education and social policy, and medical social sciences. Previously, he was the Stella M. Rowley Distinguished Service Professor at the University of Chicago. He received the Yidan Prize in Education Research in 2018 and the José Vasconcelos World Award of Education from the World Culture Council in 2023 He is an elected member of the National Academy of Education and is a fellow of the American Academy of Arts and Sciences, the American Statistical Association, the American Psychological Association, the Association for Psychological Science, and the American Educational Research Association. He is also a member of the Society for Research on Educational Effectiveness, which established an annual endowed lecture in his honor. He was selected to give the inaugural Hedges Lecture in 2016. Hedges was nominated by President Barack Obama to the Board of Directors of the National Board for Education Sciences, was confirmed by the U.S. Senate in June 2012, and was elected Chair of the Board in 2016. Widely published, he has authored or co-authored 250 journal articles and 13 books including Coe, Waring, Hedges, & Day Ashley, Research Methods and Methodologies in Education, 3rd edition (2021, Sage London). He has also co-directed  research training institutes on research design  funded by the US Institute of Education Sciences, the National Institutes of Health, and the National Science Foundation for the last 20 years.

Review :
′This work will be of immense value to those who are undertaking a significant post-graduate research study in Education at the M. Phil or PhD level. As well it will be helpful to commissioners of research who may have expertise in one method or another, but not the across-the-board insight when evaluating proposals that employ varied and innovative methods. Its array of impressive contributors writes in an accessible and clear manner and brings the attention of the reader to both technical and conceptual terms. Not only does the handbook provide the reader with a range of research methods with their associated costs and benefits, but also draws attention to the need for careful and systematic planning at all stages of the inquiry. It cautions against employing any method without first evaluating its appropriateness to the questions being investigated, that is, the commensurability of the research to the purpose of the inquiry. As a seasoned researcher I found myself refreshed and curious regarding the ongoing debates that continue to circulate around matters of validity and generalisability in increasingly complex contexts. It certainly will be an addition to my own reference library′ -Susan Groundwater-Smith Faculty of Education and Social Work, University of Sydney