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Researchers at Risk: Precarity, Jeopardy and Uncertainty in Academia (Palgrave Studies in Education Research Methods)
by Patrick Alan Danaher Deborah L. MulliganThis book explores the phenomenon of researchers at risk: that is, the experiences of scholars whose research topics require them to engage with diverse kind of dangers, uncertainties or vulnerabilities. This risk may derive from working with variously marginalised individuals or groups, or from being members of such groups themselves. At other times, the risk relates to particular economic or environmental conditions, or political forces influencing the specific research fields in which they operate. This book argues for the need to reconceptualise – and thereby to reimagine – the phenomenon of researchers’ risks, particularly when those risks are perceived to affect, and even to threaten the researchers. Drawing on a diverse and global range case studies including Aotearoa New Zealand, Australia, Balūchistān, Cyprus, and Germany, the chapters call for the need to identify effective strategies for engaging proactively with these risks to address precarity, jeopardy and uncertainty.
Researching Across Languages and Cultures: A guide to doing research interculturally
by Anna Robinson-Pant Alain WolfWe are working within an increasingly globalised knowledge economy, where researchers collaborate in cross-cultural teams, collect data in a variety of languages and share findings for international audiences who may be unfamiliar with the cultural context. Researching across Languages and Cultures is a guide for doctoral students and other researchers engaged in such multilingual and intercultural research, providing a framework for analysis and development of their experiences. Demonstrating the link between the theoretical approaches offered by the authors and the practical problems encountered by doctoral researchers, this ground-breaking book draws on research interviews with doctoral students from around the world. Students’ written reflections on their experiences are presented as interludes between each chapter. A practical, hands-on guide to planning, conducting and writing up research, the book explores the crucial roles involved in interpreting data across cultures within doctoral research. Key topics include: The role of the interpreter and/or local research assistant in the research process and the ethics of translation. Constructing knowledge across cultures: addressing questions of audience, power and voice Academic literacy practices in multilingual settings The doctoral student’s role within the geopolitics of academic publishing and forms of research dissemination The pragmatics of mediated communication (implicatures, intentions, dialogue) Researchers who come from and work in monolingual societies often forget that their context is unusual – most of the world live in multilingual contexts, where linguistic shifts and hybridities are the norm. Two authors with extensive experience, together with a number of their existing or former research students, share insights into these issues that surround language and culture in research. This book will be a useful guide for academic researchers, doctoral students, research supervisors and Masters students who carry out empirical research in multilingual or multicultural contexts and/or are writing about their research for a diverse readership across the world.
Researching Chinese Language Education: Functional Linguistic Perspectives (Routledge Research in Language Education)
by Peter Mickan Mark Shiu-kee ShumThe culmination of more than a decade of research, this compelling volume offers a fresh approach for applying functional linguistics to assess student performance, to inform the teaching and learning of Chinese and to design curriculum and teaching materials. Documenting authentic systemic functional linguistics (SFL) studies in researching and teaching Chinese as a first or second language, this research is set in the multilingual settings of Hong Kong and Australia. The experiences of SFL and genre teaching in English have been well demonstrated as valid, viable and practical in different contexts; however this volume covers the relatively new domain of research into the applications of SFL to the teaching of Chinese. Using SFL as the research framework, the authors cover three major areas in Chinese language education: effective pedagogies, curriculum and material design, and text analysis. Covering major local curriculum reforms and the rapid growth of International Baccalaureate programmes worldwide, this book will be of interest to linguists, language teachers and teacher educators and those involved in the teaching and learning of Chinese around the world.
Researching Chinese Learners
by Lixian Jin Martin CortazziThis collection focuses on Chinese learners with original data sets using innovative research methods. It investigates Chinese learners' learning and language skills, perceptions and particularly the processes of reciprocal intercultural adaptations in a wide international context of Australia, Canada, China, Hong Kong, New Zealand and the UK.
Researching Conflict, Drama and Learning: The International DRACON Project
by Bruce Burton Margret Lepp Morag Morrison John O'Toole Dale Bagshaw Anita Grünbaum Janet PillaiThis book offers a comprehensive and critical guide to research and practice in the field of arts education and conflict management. The DRACON project explores the relationship between drama and conflict transformation. This international, interdisciplinary and comparative action research project, begun in 1996, is aimed at improving conflict management and transformation among adolescent school students using the medium of educational drama.The book reports on the underpinning principles, and on action research practice in Malaysia, Sweden and Australia. The strategies and techniques, which were revolutionary when first introduced, are now tried and tested. The book chronicles the history, successes, opportunities and challenges of the original 10-year project, and brings the story up to date by highlighting some of its many legacies and resulting influences around the world. This book will benefit researchers, academics and graduate students in Education, the Social Sciences, Dispute Resolution and the Performing Arts.
Researching Creative Learning: Methods and Issues
by Julian Sefton-Green Pat ThomsonIt is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.
Researching Critical Reflection: Multidisciplinary Perspectives
by Jan Fook Gillian Ruch Fiona Ross Val Collington Linden WestCritical reflection helps professionals to learn directly from their practice experience, so that they can improve their own work in an ongoing and flexible way – something essential in today’s complex and changing organisations. It allows change to be managed in a way which enables individuals to preserve a sense of what is fundamentally important to them as professionals. It is particularly important as it can also help make sense of some fundamental issues, and so also has implications for how we live our lives. However, more systematic research on critical reflection is needed to help us understand what works best for professionals in different settings. This timely work explores how critical reflection is researched, evaluated and used as a research method itself, with the aim of improving how it is taught and practised in a rigorous and transferable way. Developing a more comprehensive and multi-disciplinary view of the current state of critical reflection and the research directions which need to be taken, the book is divided into four parts. It: - Provides an overview of different perspectives on critical reflection and stimulates dialogue between them - Establishes some common platforms from which to develop further research directions - Identifies the major issues in evaluating critical reflection teaching, and main methods for doing so - Contributes to social science methodological innovations by exploring how methods based on critical reflection can be used for researching professional practice - Contains contributions from academics who are internationally known and highly experienced in different aspects of critical reflection. Researching Critical Reflection is an important reference for all students, practitioners, and researchers – including in the areas of education, management, health and social work – who engage with critical reflection to develop their practice.
Researching Cultures of Learning
by Lixian Jin Martin CortazziThis edited book examines cultures of learning from the perspectives of education, applied linguistics and language learning. The concept can be used to explore socio-cultural features of language learning and use contexts in educational institutions, and cultural practices of pedagogic activities and classroom interaction.
Researching Discourse Competence in Monologic L2 Performance: The Case of Cohesion and Coherence in Narrative and Argumentative Tasks
by Claudia Vásquez FernándezThis book introduces you to an exploration of discourse competence as a core component of successful second language (L2) communication, highlighting its role to promote overall intelligibility levels in L2 learner performance. In doing so, this volume promotes the examination of L2 learner output from a discourse-oriented perspective through the articulation of discourse competence in terms of textual resources of cohesion and coherence, thus making the construct both instructable and researchable. Building on decades of L2 performance research, particularly within the Task-based Language Teaching (TBLT) approach, this book explores the potential of planning time as a pedagogical tool to promote discourse competence in second language (L2) learners and enhance overall levels of intelligibility in oral task-performance. Including guidelines for investigating L2 learner performance and lesson plans for the practical teaching of discourse resources in the L2 classrooms, this book promotes research of discoursal aspects of L2 learner task-performance and the implementation of an overall discourse-oriented perspective in the L2 classroom. This book constitutes a valuable resource for researchers, university students, instructors, and academics involved in the L2 teaching and learning field thus making it an essential reading for professionals in applied linguistics and language teaching associations worldwide.
Researching Dyslexia in Multilingual Settings
by Deirdre MartinThis volume draws together current research on dyslexia and literacy in multilingual settings across disciplines and methodologies. The contributors, all internationally recognised in the field, address developmental and acquired literacy difficulties and dyslexia in a range of language contexts including EAL/EFL. The book uses theories and analytical frameworks of a critical nature to reveal prejudicial social practices, and suggests future research directions towards a critical re-consideration of current understandings of dyslexia in multilingual settings, with a view to foregrounding the potential for interdisciplinarity. The book also suggests ways forward for evidence-informed practice, and it will be a valuable resource for researchers, practitioners and students alike.
Researching Early Childhood Education for Sustainability: Challenging Assumptions and Orthodoxies
by Sue ElliottThis book captures the now burgeoning research field of early childhood education for sustainability (ECEfS) and comprises insights from an ever-widening and diverse pool of researchers, who are promoting, engaging, and explaining the latest ECEfS research in the light of local, national, and United Nations global policy directives. With the increasing urgency of global climate disruptions, resource depletions, and biodiversity losses alongside greater human dislocation, the international scope of research and theory in this book provides a comprehensive guide to the role of sustainability in early childhood education, at a time when it is needed more than ever. Elliott, Ärlemalm-Hagsér, and Davis have brought together a collection of studies that offer new insights and approaches to ECEfS which challenge dominant narratives surrounding early childhood education and sustainability, including topics such as: how diverse worldviews and cultures challenge perceptions of sustainability; how bold national early education policies and urgent shifts in teacher education are imperative for driving transformative practices; and, how ECEfS curriculum and pedagogy can be incorporated successfully into early years settings. This book will both inspire researchers and more deeply enable early years’ educators to practise sustainability with children, and so will be of great interest to scholars, lecturers, and researchers, as well as undergraduate and postgraduate students, across the increasingly intersecting fields of sustainability and early childhood education.
Researching Early Childhood Literacy in the Classroom: Literacy as a Social Practice (Routledge Research in Literacy)
by Lucy HenningThis volume demonstrates how the ethnographic approach to research demanded by a ‘Literacy as Social Practice’ perspective can generate fresh insights into what happens when young children engage with schooled literacy tasks. Researching Early Childhood Literacy in the Classroom argues that the lived experience of young children encountering formal schooled literacy curricula should be the foremost consideration in educational reforms intended to improve rates of literacy acquisition in schools. To make this argument, the author suspends traditional concerns with ‘learning’ and ‘progress’ to concentrate on ‘practice’ and ‘meaning’ in a careful analysis of key classroom incidents. The author concludes that such insights suggest a need for re-considering the assumptions upon which educational policy rests. This book will be of great interest to graduate and postgraduate students, researchers, academics, and libraries in the fields of Literacy Studies, Teacher Education, Education Policy and Applied Linguistics.
Researching Education Policy, Public Policy, and Policymakers: Qualitative methods and ethical issues
by Dan GibtonResearching Education Policy, Public Policy, and Policymakers is a theoretical and hands-on practical guide to conducting qualitative research on education policy and public policy, with an emphasis on studies that involve senior participants and high-status government and non-government organisations. Building on over a decade of extensive experience in qualitative research on education policy among the most senior policymakers, this book explores and illustrates successful approaches to working with senior policymakers through examples from both the UK and Israel. Whilst policy studies are traditionally either theoretical or quantitative, this book explains the theory, methodology, and ethics of harnessing qualitative methods to the study of senior policymakers and their settings. Key topics include: Designing and planning the qualitative policy study Document analysis as a policy research tool Interviewing policymakers and observing policy Mapping qualitative policy analysis methods Writing policy reports Ethics and trust This practical guide, built upon a sound theoretical framework, will prove both inspirational and helpful to academic and professional researchers across all disciplines involving public policy.
Researching Education and the Environment: Retrospect and Prospect
by William Scott Alan ReidPreviously published as a special issue of Environmental Education Research, this collection includes some of the most influential and important articles contributed to the field over the last decade. Drawing out the best articles from volumes one to ten, the editors highlight six major themes:EE and ESD: tension or transition? locating the environ
Researching Education from the Inside: Investigations from within
by Pat Sikes Anthony PottsResearching Education from the Inside focuses on research projects that are undertaken by people who already have an attachment to the institutions or social groups on which their investigations are based. They can, therefore, be considered to be ‘insiders’. In some cases their insider positioning is primarily important because it gets them access to the particular people and/or the phenomena that they want to investigate. At other times, however, aspects of their own ‘insidership’ will, in itself, come under scrutiny. Insider researchers need to consider five distinct stages that can lead to ethical dilemmas, namely: Entering the field, Being in the field, Leaving the field, Writing, and Disseminating the results. This book covers these stages whist considering important issues such as: Access, Choice of research methods, Field relationships, Involvement of informants, Confidentiality and anonymity, Interpretation of findings including validity and reliability. Failure to properly consider these key factors can lead to disastrous consequences for any research but it can be a special problem for insider investigators. These vital issues are discussed by an impressive range of contributors in this ground-breaking book, making it an invaluable resource for anyone participating in Insider Research.
Researching Education with Marginalized Communities
by Geoff Danaher Mike Danaher Janet Cook Phyllida Coombes Patrick Alan DanaherThis collection provides evidence-based strategies for conducting effective and ethical education research with individuals and groups who are marginalised from mainstream society. The book explores circus and fairground communities, disabled vocational education students, environmental lobbyists and retired people from across the globe.
Researching Education: Perspectives and Techniques
by Gajendra Verma Kanka MallickThis book provides the reader with an introduction to the world of educational research. A two-pronged approach is adopted: to help the reader understand the concepts and terminology widely used in educational research and a range of methodological issues; and to provide the reader with guidance on initiating and implementing research studies. In this highly accessible book, the authors consider the perspectives, concepts and techniques in common usage in the field of research, and the variety of approaches that may be taken in researching different subjects. A glossary is also provided covering the relevant terms and concepts referred to and used in current educational research.
Researching Educational Leadership and Management: Methods and Approaches
by Christopher Rhodes Mark BrundrettCarrying out leadership research in educational establishments can be challenging, but it is also rewarding. This accessible book offers sound practical advice and a clear conceptual framework for this research. Drawing on their extensive expertise, the authors show you how to prepare to carry out research, design research tools, and report and reflect on the results. Students using the book are supported by features such as: key learning objectives in each chapter examples of research tools derived from real leadership project figures explanation of key terms and questions further reading and key web links for each chapter. This text will be of interest to Masters′ and Doctoral level students, academics in the field of educational leadership and management and all those who wish to research a wide range of issues connected with the operation of schools and institutions of further and higher education.
Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning: Examples from Europe (Routledge Research in Language Education)
by Sandie Mourão Carolyn LeslieRecognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs.Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest.Introduction, Chapters 7, 11, 12 and 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework (Routledge Focus on English-Medium Instruction in Higher Education)
by Ute SmitSet against the increasing use of English-medium higher education across the world, this book brings together researchers and practitioners who, despite coming from very different geopolitical areas and pursuing distinct research objectives, coincide in their use of the ROAD-MAPPING conceptual framework. With the use of this framework and its six interrelated dimensions, the nine studies included in this volume explore key topics for English-Medium Education in Multilingual University Settings (EMEMUS) from diverse perspectives. These range from multi-sited, meta-level approaches critically analysing different countries and their realisations of EMEMUS to using ROAD-MAPPING as a methodological tool to analyse all its dimensions or place the lens on a particular aspect. By doing so, the contributions demonstrate the strength of the ROAD-MAPPING framework for investigating and understanding the complex nature of EMEMUS. The volume makes a valuable contribution to the development of EMEMUS research and is thus highly recommended for scholars, policymakers and students interested in one of the most fast-growing (and contested) research areas in applied linguistics today.
Researching Equality and Social Justice: A Guide For Education Students
by Helena GillespieIn order to successfully complete a research project on social issues, as part of your education or social science degree, you will need a confident understanding of often challenging and nuanced topics. This book provides an overview of how to approach researching issues relating to key social justice issues including: race, sex and gender, disability and mental health. It will help you to understand important concepts, how to avoid hidden biases and how to use appropriate terminology in each area. It combines this thematic approach with accessible guidance on the research process, from initial design and formulating your research question, through to data collection and analysis. Helena Gillespie is Professor of Learning and Teaching in Higher Education at the University of East Anglia.
Researching Equality and Social Justice: A Guide For Education Students
by Helena GillespieIn order to successfully complete a research project on social issues, as part of your education or social science degree, you will need a confident understanding of often challenging and nuanced topics. This book provides an overview of how to approach researching issues relating to key social justice issues including: race, sex and gender, disability and mental health. It will help you to understand important concepts, how to avoid hidden biases and how to use appropriate terminology in each area. It combines this thematic approach with accessible guidance on the research process, from initial design and formulating your research question, through to data collection and analysis. Helena Gillespie is Professor of Learning and Teaching in Higher Education at the University of East Anglia.
Researching Ethically across Cultures: Issues of knowledge, power and voice
by Anna Robinson-Pant Nidhi SingalWhether an individual doctoral study or a large-scale multidisciplinary project, researchers working across cultures face particular challenges around power, identity, and voice, as they encounter ethical dilemmas which extend beyond the micro-level of the researcher-researched relationship. In using a cross-cultural perspective on how to conceptualise research problems, collect data, and disseminate findings in an ethical manner, they also engage with the geopolitics of academic writing, language inequalities, and knowledge construction within a globalised economy. It is increasingly recognised that existing ethical codes and paradigms either do not sufficiently address such issues or tend to be rather restrictive and insensitive to multiple and complex cultural and contextual differences. This book extends our understanding of the ethical issues and dilemmas faced by researchers in comparative and international education. It asks what the relevance of postcolonial theory is for understanding research ethics in comparative and international education; whether Western ethical practices in qualitative social research are incompatible with cultures outside the West; how a ‘situated’ approach can be developed for exploring research ethics across cultures and institutions; and how ‘informed consent’ can be negotiated when the process appears to contradict community values and practices. In sharing experiences from a wide range of cultural and institutional contexts, the authors offer both theoretical resources and practical guidance for conducting research ethically across cultures. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.
Researching Global Education Policy: Diverse Approaches to Policy Movement (Research in Comparative and Global Social Policy)
by Kerstin Martens Michael Windzio Laura Engel Kalervo N. Gulson Nelli Piattoeva Andrew Wilkins Steven Lewis Emiliano Grimaldi Clara Fontdevila Dennis Niemann Fabian Besche-Truthe Jordi Collet Mellisa Chin Yasin Tunc Jisun Jeong Oshie Nishimura-Sahi Gerard Ferrer-Esteban Chenyu Wang Brad Gobby Andreu Termes Tomas Esper Marcel Pagès Oscar ValienteThe movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organisations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed. To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.
Researching Higher Education: International perspectives on theory, policy and practice (Research into Higher Education)
by Jennifer M. Case and Jeroen HuismanResearch on higher education has yielded many insights that have improved our theoretical and practical understanding but there are still many themes that continue to appear on research agendas, provoking renewed focus on these complex questions and problems. Researching Higher Education explores these issues, examining topics such as equity in access and participation, the relationship between higher education and society, how and what students learn and the professional development of academics. In this volume, contributors from Europe, Australia, Africa and the US critically address ongoing issues with a set of key questions to guide their analysis: What do we know? What are the missing links and gaps in past research? What are the implications for further research? Key themes include: The nature of higher education Higher education and society Staff and students in higher education Teaching and learning Curriculum and assessment Critical, engaging and international in scope, Researching Higher Education will be a valuable guide for academics, researchers, postgraduate students and policy makers in the higher education community.