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A Practical Introduction to Qualitative Research

Methodology Matters
Maggi Savin-Baden, University of Coventry, UK and Claire Howell Major, University of Alabama, USA
Qualitative research can be a difficult area to initially feel competent in. This book provides beginning researchers with both an overview of qualitative research and practical advice and guidance about how to conduct a qualitative study. It is split into five main sections which cover: Making a Case for Qualitative Research. Managing Roles and Responsibilities. Selecting a Research Design. Analyzing and Interpreting Data. Managing the Findings.
November 2012: 246 x 174: 256pp Hb: 978-0-415-67479-9: $128.00 Pb: 978-0-415-67478-2: $43.95
Selected Contents:
1. The Field of Qualitative Inquiry 2. Arguments for the Approach 3. Researcher Responsibilities 4. Participant Rights 5. Setting the Stage for the Study 6. Sampling 7. Data Collection Approaches 8. Techniques for Collecting and Storing Data 9. Primary Research Designs 10. arrative Designs N 11. ield-based Designs F 12. Relational Designs 13. Participatory Designs 14. rounded Design G 15. ynthesis S 16. ata Analysis D 17. ata Interpretation D 18. Ensuring Validity 19. Writing Up, Representing and Reporting Qualitative Information 20. Concluding the Study
For more information, please visit: www.routledge.com/9780415674782
Becoming a Successful Early Career Researcher

Adrian Richard Eley, Jerry Wellington, Stephanie Pitts and Catherine Biggs, all at University of Sheffield, UK
Becoming a Successful Early Career Researcher offers proven practical advice to help Early Career Researchers kick-start a successful academic career. With advice on: choosing research topics making best use of a Research Supervisor/Mentor developing your research writing getting published: journals and books writing a research grant/fellowship becoming a supervisor becoming a teacher developing your career. Using case studies from across the subject areas to illustrate key points and give suitable examples this vital guide will help all early career academics.
For more information, please visit: www.routledge.com/9780415672474 June 2012: 234 x 156: 176pp Hb: 978-0-415-67248-1: $155.00 Pb: 978-0-415-67247-4: $39.95 eBook: 978-0-203-11307-3
Selected Contents:
1. 2. 3. 4. 5. 6. 7. 8. Introduction Choosing a Research Topic Choosing a Mentor Developing your Writing and Getting things Written Getting Published Applying for Research Funding Becoming a Supervisor Becoming a Teacher in Higher Education 9. Developing your Career 10. Conclusions and Future Direction
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Research Methods
New Titles and Key Backlist 2012
contents
General Research Methods 2 Qualitative Methods 9 Quantitative Methods 13 Issues in Research 15 Academic Writing 21 Action Research 22 Supervising Research 24 Study Guides for Students 25 Backlist Titles 26 Index 29 Order Form Back of Catalog
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Becoming a Successful Early Career Researcher

Adrian Richard Eley, Jerry Wellington, Stephanie Pitts and Catherine Biggs, all at University of Sheffield, UK
Not that long ago there were fairly clear divisions between researchers at different stages throughout their career however, more recently the term Early Career Researcher (ECR) has been introduced partly as a response to their growing importance which has been reflected by their increased respect and status shown by national, international and funding bodies There are several common features of an ECRs job including the need to establish a professional identity and develop into an independent researcher, competing for grants and increasing ones output of research publications; this book offers proven practical advice to help ECRs kick-start a successful academic career With advice on: choosing research topics, making best use of a Research Supervisor/Mentor, developing your research writing, getting published: journals and books, writing a research grant/fellowship, becoming a supervisor, becoming a teacher, and developing your career
June 2012: 234 x 156: 176pp Hb: 978-0-415-67248-1: $155.00 Pb: 978-0-415-67247-4: $39.95 For more information, visit: www.routledge.com/9780415672474
Focus Groups
From Structured Interviews to Collective Conversations
George Kamberelis, University of Wyoming, USA and Greg Dimitriadis, SUNY Buffalo, USA
Focus Groups is a conceptual and practical introduction to focus groups As the title indicates, focus groups traditionally encompass a wide range of discursive practices These span from formal structured interviews with particular people assembled around clearly delimited topics to less formal, open-ended conversations with large and small groups that can unfold in myriad and unpredictable ways Additionally, focus groups can and have served many overlapping purposes from the pedagogical, to the political, to the traditionally empirical In this book, focus groups are systematically explored; not as an extension or elaboration of interview work alone, but as its own specific research method with its own particular affordances This book comprehensively explores: the nature of focus groups, politic and activist uses of focus groups, practical ways to run a successful focus group, effective analysis of focus group data, and contemporary threats to focus groups
November 2012: 234 x 156: 192pp Hb: 978-0-415-69226-7: $155.00 Pb: 978-0-415-69227-4: $40.95 For more information, visit: www.routledge.com/9780415692274
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Research Methods for Sport Management

James Skinner and Allan Edwards, both at Griffith University, Australia Series: Foundations of Sport Management
This is the first introductory research methods textbook to focus exclusively on sport management Through the use of examples, cases and data taken from the real world of sport management it opens up a traditionally dry area of study, helping the student to understand the vital importance of sound methodology in their studies and subsequent professional practice The book covers the full range of quantitative and qualitative methods across the whole span of the research process, from research design and the literature review to data analysis and report writing Every chapter contains a range of useful features to aid student learning, including summaries, discussion questions and guides to further resources, as well as examples drawn from contemporary sport around the world
May 2012: 246 x 174: 288pp Hb: 978-0-415-57255-2: $160.00 Pb: 978-0-415-57256-9: $49.95 eBook: 978-0-203-85612-3 For more information, visit: www.routledge.com/9780415572569
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Research Methods: The Key Concepts

Michael Hammond, University of Warwick, UK and Jerry Wellington, University of Sheffield, UK Series: Routledge Key Guides
This invaluable resource provides a comprehensive overview of the many complex terms, theories and concepts associated with research methods Each entry provides a critical definition of the term, and examines the advantages, disadvantages, applications and difficulties of the methodology of concept in the context of different social science disciplines Concepts include: action research, chaos theory, discourse analysis, epistemology, literature review, interviewing, social constructivism, and world view With thematic further reading stretching across the social sciences, Research Methods: The Key Concepts will help readers develop a firm understanding of the rationale and principles behind key research methods
August 2012: 216 x 138: 288pp Hb: 978-0-415-59982-5: $110.00 Pb: 978-0-415-59983-2: $29.95 For more information, visit: www.routledge.com/9780415599832
Understanding Research
Coping with the Quantitative Qualitative Divide
M.I. Franklin, Goldsmiths College, University of London, UK
Successfully completing a research project is a major milestone in most university degrees, and the cornerstone of an academic career This textbook is an accessible, real-time guide to conducting academic research in international and cross-cultural settings This text: explores the decision making process at all points of a research project and the implications of these decisions in the longer term; outlines the practical and philosophical conundrums around specific techniques for gathering and analysing data; examines moments of disconnect, overlap, and potentially mutual benefit for researchers working at different points along the quantitative-qualitative divide that underscores popular and scholarly debates about the relevance of academic research; and explains how to cope with a divide that is both real and imagined; in all its experiential, institutional, and conceptual variations
Beginning Interpretative Inquiry

A Step-by-Step Approach to Research and Evaluation
Richard E. Morehouse, Viterbo University, Wisconsin, USA

Beginning Interpretive Inquiry importantly makes the distinction between the use of inquiry rather than interpretive research or interpretive evaluation Richard E Morehouse explores how inquiry is a far more inclusive concept that allows for a detailed understanding of both research and evaluation The author draws on his personal experiences and observations that many academics and practitioners in education, psychology and many other academic disciplines are successfully engaged in both research and evaluation and that in practice these enterprises share much in common Having provided a solid philosophical foundation for an understanding of interpretive inquiry, the author gives a detailed and accessible step-by-step approach that explores all stages of the process including: how the processes of interpretive inquiry fit together, understanding where inquiry ideas come from, how to develop an appropriate inquiry sample, data collection mechanisms, effective data analysis, and writing successfully for publication
August 2011: 246 x 174: 152pp Hb: 978-0-415-60188-7: $135.00 Pb: 978-0-415-60189-4: $34.95 eBook: 978-0-203-81824-4 For more information, visit: www.routledge.com/9780415601894
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Developing Inquiry for Learning

Reflecting Collaborative Ways to Learn How to Learn in Higher Education
Peter Ovens, University of Cumbria, UK, Frances Wells, Patricia Wallis and Cyndy Hawkins, both at Nottingham Trent University, UK
In the innovative and practically proven approach developed by the authors of this book, students are guided to implement action research into their learning practices and reflections Using a rolling programme of cyclical inquiries and whole group conferences on improving learning, students write patches on learning development which are then shared across the year group online Each students cumulative set of patches, together with their regular reflective writing, provide the basis for assembling a composite final assignment, a Patchwork Text, for assessment This style of curriculum and assessment organisation encourages regular peer feedback and formative assessment, as part of the whole module process Providing teaching materials and examples of students responses, including the use of blogs, wikis and discussion boards, Developing Inquiry for Learning analyses and theorises on the deeper characteristics of the difficulties being addressed With the provision of relevant frameworks of theory and values, readers are amply equipped to adopt, adapt and experiment within their own developments of teaching and curricula
June 2011: 234 x 156: 240pp Hb: 978-0-415-59876-7: $125.00 Pb: 978-0-415-59877-4: $44.95 eBook: 978-0-203-81806-0 For more information, visit: www.routledge.com/9780415598774
Emerging Approaches to Educational Research

Tracing the Socio-Material
Tara Fenwick, Richard Edwards, both at University of Stirling, UK and Peter Sawchuk, OISE, Universtity of Toronto, Canada
The last fifteen years have seen much conceptual and methodological innovation in research on education and learning across the lifecourse, bringing both fresh insights and new dilemmas This innovation was initially fuelled by the growing influence of conceptual framings often named as either post-structural or postmodern As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed Several of these framings work with a non-linear understanding of causality and embrace unpredictability in the world and undecidability in our understanding of it This book explores the most significant four of these framings, how they are being taken up in research in education and learning across the lifecourse, as well as their possibilities and limitations: complexity science, cultural historical activity theory (CHAT), actor-network theory (ANT), and spatiality theories Illustrated throughout with examples drawn from educational contexts across the life courses, including schooling, post-compulsory education and training, educational policy, workplace and community-based education in North America, the UK, and Australia
July 2011: 234 x 156: 232pp Hb: 978-0-415-57091-6: $130.00 Pb: 978-0-415-57092-3: $38.95 eBook: 978-0-203-81758-2 For more information, visit: www.routledge.com/9780415570923
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Improving Research through User Engagement

Mark Rickinson, University of Oxford, UK, Judy Sebba, University of Sussex, UK and Anne Edwards, University of Oxford, UK Series: Improving Learning
The authors present an authoritative overview of recent theoretical debates, practical developments and empirical evidence on the role of user engagement in contemporary educational and social science research The book focuses on the relationship between user engagement and research design, and emphasises how user engagement needs to be understood as an interplay between the different kinds of knowledge and expertise held by researchers and users Drawing on evidence from studies involving different kinds of research users, there is detailed discussion of the dynamics and complexities of working with practitioners, service users and policy-makers Written for the many professionals involved in funding, doing and using research within education and other social sciences, this book provides: conceptual guidance on different approaches and interpretations of user engagement, examples and evidence of effective strategies for engaging practitioners, service users and policy-makers, capacity building ideas and implications for researchers and research users, and specific suggestions as to how the conceptualization, management, scaling up and evidence base of user engagement could be improved
February 2011: 216 x 138: 168pp Hb: 978-0-415-46168-9: $125.00 Pb: 978-0-415-46169-6: $38.95 eBook: 978-0-203-83130-4 For more information, visit: www.routledge.com/9780415461696
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Interpretive Research Design

Concepts and Processes
Peregrine Schwartz-Shea, University of Utah, USA and Dvora Yanow, Vrije University, Amsterdam, the Netherlands Series: Routledge Series on Interpretive Methods
This book is an authoritative examination of the concepts and processes underlying the design of an interpretive research project In focusing on researchers theoretical, ontological, epistemological, and methods choices in designing research projects, Schwartz-Shea and Yanow set the stage for other volumes in the Routledge Series on Interpretive Methods They also engage some very practical issues, such as ethics reviews and the structure of research proposals This concise guide explores where research questions come from, criteria for evaluating research designs, how interpretive researchers engage with world-making, context, systematicity and flexibility, reflexivity and positionality, and such contemporary issues as data archiving and the researchers body in the field
December 2011: 229 x 152: 200pp Hb: 978-0-415-87807-4: $135.00 Pb: 978-0-415-87808-1: $29.95 eBook: 978-0-203-85490-7 For more information, visit: www.routledge.com/9780415878081
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International Journal of Research & Method in Education
Editors: Melanie Nind, University of Southampton, UK, Liz Todd, Newcastle University, UK
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The Journal of Experimental Education

Editor in Chief: Rayne Sperling, The Pennsylvania State University, USA
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Practice-Based Research in Social Work

A Guide for Reluctant Researchers
Sarah-Jane Dodd and Irwin Epstein, both at Hunter College, CUNY, USA
This unique textbook explores practice-based research (PBR), using numerous practice examples to actively encourage and engage students and practitioners to embrace research as a meaningful support for their practice Whilst evidence-based practice gives practitioners access to information about universal best practices, it does not prioritize practitioner-generated knowledge or promote new research-based interventions relevant to their own practice circumstances as PBR does The chapters cover: identifying the research question in a PBR model, designing a study and identifying a methodology, sampling, literature reviews, gathering data, ethics, analyzing data and interpreting results, and putting research into practice
November 2011: 246 x 174: 224pp Hb: 978-0-415-56523-3: $135.00 Pb: 978-0-415-56524-0: $42.95 eBook: 978-0-203-15563-9 For more information, visit: www.routledge.com/9780415565240
Research and Research Methods for Youth Practitioners

Edited by Simon Bradford and Fin Cullen, both at Brunel University, UK
Research and Research Methods for Youth Practitioners analyses the research/practitioner role, explores the ethical context of research in youth work, offers a thorough analysis of key methodological questions in research in practice, provides a guide to data collection and analysis, presents five principal research strategies for youth work: ethnographic work and visual methods; interviewing and evaluation; surveys and evaluation; the use of secondary data and documentary analysis; and researching virtual and online settings, and discusses the implications of research for work with young people as well as its dissemination Written by experienced researchers and practitioner-researchers, each chapter in this accessible textbook includes an overview, a critical discussion of the pros and cons of the particular method or approach, a case study, a practice-based task, a summary and suggestions for further reading
September 2011: 246 x 174: 240pp Hb: 978-0-415-57085-5: $135.00 Pb: 978-0-415-57103-6: $39.95 eBook: 978-0-203-80257-1 For more information, visit: www.routledge.com/9780415571036
Psychoanalysis in Social Research

Shifting Theories and Reframing Concepts
Claudia Lapping, Institute of Education, University of London, UK
A growing body of work within the social sciences deploys psychoanalytic concepts in empirical research This book explores the methodological justifications for these recontextualisations, offering a critical examination of the re-deployment of concepts from psychoanalysis into social theory and research Lapping argues that this process of recontextualisation involves methodological and conceptual transformations that can significantly enhance our understanding of both social phenomena and the practice of research
March 2011: 234 x 156: 208pp Hb: 978-0-415-47925-7: $138.00 eBook: 978-0-203-88282-5 For more information, visit: www.routledge.com/9780415479257
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Research in Applied Linguistics

Becoming a Discerning Consumer
Fred L. Perry, Jr., American University in Cairo, Egypt
Newly updated and revised, this popular text provides a solid introduction to the foundations of research methods, with the goal of enabling students and professionals in the field of applied linguistics to become not just casual consumers of research who passively read bits and pieces of a research article, but discerning consumers able to effectively use published research for practical purposes in educational settings All issues important for understanding and using published research for these purposes are covered Key principles are illustrated with research studies published in refereed journals across a wide spectrum of applied linguistics Exercises throughout the text encourage readers to engage interactively with what they are reading at the point when the information is fresh in their minds Changes in the second edition include: new examples in chapter two reflecting formatting changes made by ERIC, major reordering in chapter four to better represent the sample types, reorganization of chapters six and seven to enhance cohesion of the themes being discussed, and updated references and recommended reading lists in all chapters
March 2011: 229 x 152: 312pp Hb: 978-0-415-88570-6: $140.00 Pb: 978-0-415-88571-3: $41.95 eBook: 978-0-203-83902-7 For more information, visit: www.routledge.com/9780415885713
Research Methods in Education

Louis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, Macau University of Science and Technology, Macau
This rewritten, expanded and updated seventh edition of the long-running bestseller Research Methods in Education encompasses the whole range of methods currently employed by educational research at all stages It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references Chapters new to this edition cover: causation, critical educational research, evaluation and the politics of research, including material on cross-cultural research, mixed methods and participatory research choosing and planning a research project, including material on sampling, research questions, literature reviews and ethical issues meta-analysis, research syntheses and systematic reviews virtual worlds and internet research using and analysing visual media and data in educational research organizing and presenting qualitative data, content analysis, coding and computer analysis, themes, narratives, conversations and discourses, grounded theory understanding and choosing statistical tests, descriptive and inferential statistics, multi-dimensional measurement and factor analysis The textbook is accompanied by a website: www.routledge.com/textbooks/cohen7e
March 2011: 246 x 189: 784pp Hb: 978-0-415-58335-0: $150.00 Pb: 978-0-415-58336-7: $46.95 For more information, visit: www.routledge.com/9780415583367
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Research Methods in Physical Education and Youth Sport

Edited by Kathleen Armour, University of Birmingham, UK and Doune Macdonald, University of Queensland, Australia
This is the first research methods book to focus entirely on physical education and youth sport It guides the reader through the research process and introduces key topics such as: formulating a research question; quantitative approaches; mixed method research; literature review; case studies; survey, interviews and focus groups; data analysis; and writing a dissertation Each chapter includes a full range of useful pedagogical features, including chapter summaries, practical activities, case studies, dialogues with active researchers and guidance on further reading and resources
Single-Case Research Methods in Sport and Exercise Psychology

Jamie Barker, Staffordshire University, UK, Paul McCarthy, Glasgow Caledonian University, UK, Marc Jones, Staffordshire University, UK and Aidan Moran, University College, Dublin
Single-case research is a powerful method for examining change in outcome variables such as behaviour, performance and psychological constructs, and for assessing the efficacy of interventions It has innumerable uses within the context of sport and exercise science, such as in the development of more effective performance techniques for athletes and sportspeople and in helping us to better understand exercise behaviours in clinical populations Single-Case Research Methods in Sport and Exercise Psychology is the first book to fully explain single-case research in the context of sport and exercise Starting with first principles, the book offers a comprehensive introduction to the single-case research process, from study design to data analysis and presentation, including case studies and examples from across sport and exercise psychology
April 2011: 234 x 156: 224pp Hb: 978-0-415-56511-0: $144.00 Pb: 978-0-415-56512-7: $53.95 eBook: 978-0-203-86188-2 For more information, visit: www.routledge.com/9780415565127
Video in Social Science Research

Functions and Forms
Kaye Haw, University of Nottingham, UK and Mark Hadfield, University of Wolverhampton, UK
Ideally placed to offer guidance to developing researchers, this text draws together the theoretical, methodological and practical issues of effectively using video across the social sciences This book concentrates on how researchers can benefit from the use of video in their own research, whether it is: video as representation, video as an aid to reflection, video that generates participation, video, voice and articulation, or video that acts as a provocation In turn each of these five central functions is discussed in relation to different stages of the research process, consisting of: research design, fieldwork and data collection, analysis of data and findings, and dissemination
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Qualitative Research
The Essential Guide to Theory and Practice
Maggi Savin-Baden, University of Coventry, UK and Claire Howell Major, University of Alabama, USA
Qualitative research can be a difficult area to initially feel competent in This book provides beginning researchers with both an overview of qualitative research and practical advice and guidance about how to conduct a qualitative study It is split into five main sections which cover: making a case for qualitative research, managing roles and responsibilities, selecting a research design, analyzing and interpreting data, and managing the findings A Practical Introduction to Qualitative Research takes an innovative approach to explaining qualitative research methods
November 2012: 246 x 174: 256pp Hb: 978-0-415-67479-9: $128.00 Pb: 978-0-415-67478-2: $43.95 For more information, visit: www.routledge.com/9780415674782
Doing Qualitative Research in TESOL

A Guide for New Researchers
Anne Burns and Rachel Varshney, both at Macquarie University, Australia Series: ESL & Applied Linguistics Professional Series
This book introduces the concepts and offers a step-by-step guide with practical illustrations Accessible and engaging, it both informs readers about the theory and parameters of qualitative research and enables them to construct and design their own projects Readers are supported to interact with the commentary in each chapter through a series of ongoing interactive tasks and reflections that enable them progressively to apply the concepts in their own research studies The illustrations of qualitative studies in each chapter, many of them carried out by novice qualitative researchers themselves, are drawn widely from international contexts
September 2012 Hb: 978-0-415-89178-3: $135.00 Pb: 978-0-415-89179-0: $39.95 eBook: 978-0-203-81907-4 For more information, visit: www.routledge.com/9780415891790
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Developing Narrative Theory

Life Histories and Personal Representations
Ivor F. Goodson, University of Brighton, UK
Developing Narrative Theory shows in detail how life story interviews are conducted and demonstrates how the process often begins with relatively unstructured life story collection but moves to a more collaborative exchange where sociological themes and historical patterns are scrutinised and mutually explored Goodson shows that far from there being a singular form of narrative or an infinite range of unique and idiosyncratic narratives in fact there were clusters of narrativity, clusters of particular types of narrative style that can be grouped into four main areas: Focussed Elaborators, Scripted Describers, Armchair Elaborators, and Focussed Describers
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Ethnographic Research in the Construction Industry

Edited by Sarah Pink, Loughborough University, UK, Dylan Tutt, University of Staffordshire, UK and Andrew Dainty, Loughborough University, UK Series: Routledge Advances in Sociology
This book outlines how social science perspectives, rooted in ethnographic research on construction sites and with construction workers themselves, can generate fresh insights into the nature of the industry and conditions of work in it Each chapter develops discussion on the basis of an ethnographic case study to examine what theoretically informed ethnographic research can tell us about working practices, socialities, ways of being, knowing and experiencing in the construction industry, and suggests how a critical approach to these industry problems can contribute to our understanding of the wider social, cultural and political contexts in which industry-specific problems exist
September 2012: 234 x 156: 272pp Hb: 978-0-415-60343-0: $135.00 For more information, visit: www.routledge.com/9780415603430
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q Ualitat ive Methods
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Qualitative Research Methods in Sport, Exercise and Health

From Process to Product
Andrew Sparkes, Liverpool John Moores University, UK and Brett Smith, University of Exeter, UK
The qualitative method is perhaps the most dynamic and exciting area of contemporary research in sport, exercise and health Students and researchers at all levels are now expected to understand qualitative approaches and to employ them in their work In this comprehensive introductory text, Sparkes and Smith take the reader on a journey through the research process, offering a step-by-step guide to the fundamentals of qualitative research Each chapter includes practical exercises to enable new researchers to engage with and experience core methods and procedures, from semi-structured interviews to content analysis Each chapter is also vividly illustrated with cases and examples from real research in sport, exercise and health, and each includes discussion and revision questions, definitions of key terms and suggestions for further reading The book goes further than any other textbook in exploring innovative contemporary methods, such as visual and sensual ethnography
Reviewing Qualitative Research in the Social Sciences

A Guide for Researchers and Reviewers
Audrey A. Trainor and Elizabeth Graue, both at University of Wisconsin - Madison, USA
Quantitative research, though diverse, shares a common set of assumptions, tools for inquiry, and goals These shared beliefs and practices promote methodological coherence with debate confined to the most esoteric methods Qualitative research, on the other hand, includes characteristics such as flexibility, variation in application, critique, and innovation all of which derive from its subjective roots in interpretivism and constructivism While the scholars who design qualitative research projects envision these qualities as strengths, they acknowledge that such factors present challenges during the peer review process As a result, those who review and consume qualitative research often have important and difficult-to-answer questions about the projects design, strategies/tools, and analysis, with few guidelines for gauging the merit of the work This book provides a useful guide for researchers, reviewers, and consumers who are charged with judging the quality of qualitative studies In order to deal with the challenges and controversies that accompany this goal, the experts represent multiple disciplines and methods of qualitative inquiry Their contributions represent the rich diversity in the field while simultaneously producing a pragmatic and useful guide While it is neither possible nor desirable to compartmentalize qualitative approaches and issues into neatly organized categories, the construct of method has been chosen as a common organizing device
November 2012 Hb: 978-0-415-89347-3: $175.00 Pb: 978-0-415-89350-3: $59.95 For more information, visit: www.routledge.com/9780415893503
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Teachers as Researchers (Classic Edition)

Qualitative Inquiry as a Path to Empowerment
Joe L. Kincheloe, Formerly McGill University, Canada
Teachers as Researchers urges teachers as both producers and consumers of knowledge to engage in the debate about educational research by undertaking meaningful research themselves Now re-released to introduce this classic guide for teachers, the classic edition of Teachers as Researchers now also includes an introductory chapter by Shirley R Steinberg, McGill University, that sets the book within the context of both the subject and the historical perspective In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research
February 2012: 234 x 156: 320pp Hb: 978-0-415-68656-3: $155.00 Pb: 978-0-415-68657-0: $48.95 eBook: 978-0-203-80155-0 For more information, visit: www.routledge.com/9780415686570
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Advancing Qualitative Methods in Criminology and Criminal Justice

Edited by Heith Copes, University of Alabama at Birmingham, USA
For several decades qualitative research has been under-represented in criminological and criminal justice research This book is designed to promote the understanding of qualitative research designs and to encourage their use among those seeking answers to questions about crime and justice It was originally published as a special issue of the Journal of Criminal Justice Education
2nd Edition
Ethnographic Methods
Karen OReilly, Loughborough University, UK
This textbook guides the reader from the initial design and planning stages through to the analysis and writing-up It explores the historical and philosophical foundations of ethnographic research and goes on to cover a range of relevant topics such as participant observation, qualitative interviews, (focus) group interviews and visual data collection and analysis The second edition includes new discussions of emerging practices such as reflexive ethnography and autoethnographic accounts, as well as an entire chapter dedicated to new directions in the field including virtual, mobile, multi-sited and global ethnography
2nd Edition
An Introduction to Critical Discourse Analysis in Education

Edited by Rebecca Rogers, University of Missouri St Louis, USA
This landmark text invites readers to consider the theories and methods of three major traditions in critical discourse studies discourse analysis, critical discourse analysis, and multimodal discourse analysis through the empirical work of leading scholars in the field This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods This book is accompanied by a Companion Website with Chapter Extensions; Interviews; Bibliographies; and Resources for Teaching Critical Discourse Analysis
January 2011: 229 x 152: 336pp Hb: 978-0-415-87428-1: $145.00 Pb: 978-0-415-87429-8: $44.95 eBook: 978-0-203-83614-9 For more information, visit: www.routledge.com/9780415874298
Qualitative Research in Midwifery and Childbirth

Phenomenological Approaches
Edited by Gill Thomson, Fiona Dykes and Soo Downe, all at University of Central Lancashire, UK
Qualitative Research in Midwifery and Childbirth brings together a range of phenomenological methods and insights into one accessible text Illustrated with plenty of examples of successful phenomenological research, it keeps the focus applied to midwifery and childbirth and makes clear the links to practice throughout
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Telling Lives
Exploring Dimensions of Narratives
Marianne Horsdal, University of Southern Denmark
Telling Lives: Exploring Dimensions of Narratives, illustrates as many facets as possible of the stories people tell about their lives Horsdal demonstrates the interconnectedness between engagements in narrative research and shows that the theoretical understanding of the nature of narrative is bound up with the methods for biographical narrative research Through a combination of three independent, connected narrative dimensions, an embodied, a cognitive and a socio-cultural narrative, the author focuses on life story narratives as symbolic expressions where cultural constructions allow for interpersonal interaction This book also outlines the influence cultural and social environments have upon our own unique narrative memories coupled with our own physical movements in space The author concludes that the telling and exchanging of human narratives is the primary way of making sense and creating meaning of our own being
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Thinking with Theory in Qualitative Research

Viewing Data Across Multiple Perspectives
Alecia Youngblood Jackson, Appalachian State University, USA and Lisa A. Mazzei, Gonzaga University, USA
Thinking with Theory in Qualitative Research shows how to use various philosophical concepts in practices of inquiry; effectively opening up the process of data analysis in qualitative research It uses a common data set and utilizes various theoretical perspectives through which to view the data It challenges qualitative researchers to use theory to accomplish a rigorous, analytic reading of qualitative data Plugging in the theory and the data produces a variety of readings applying various theorists and their concepts, including: Derrida Deconstruction Spivak Postcolonial Marginality Foucault Power/Knowledge Butler Performativity Deleuze Desire Barad Material Intra-activity Special features of the book include schematic cues to help guide the reader through what might be new theoretical terrain, interludes that explain the possibilities of thinking with a particular concept and theorist and detailed chapters that plug the same data set into a specific concept
Related joURnals
Educational Research and Evaluation: An International Journal on Theory and Practice
Editors: Greetje van der Werf, University of Groningen, the Netherlands, Keith Morrison, Macau University, China
www.tandfonline.com/ere9
International Journal of Qualitative Studies in Education

Editors: James Joseph Scheurich and Kathryn Bell McKenzie, Texas A & M University, USA
www.tandfonline.com/qse
Ethnography and Education

Editor: Bob Jeffrey, The Open University, UK
www.tandfonline.com/eae
Applied Measurement in Education

Editor: Kurt F. Geisinger, Buros Center for Testing, University of Nebraska-Lincoln, USA
www.tandfonline.com/hame
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Applied Quantitative Analysis in the Social Sciences

Yaacov Petscher, Florida State University, USA and Christopher Schatschneider, Florida State University, USA
The mission of this book is to address advances in quantitative methods such as item response theory, the family of multilevel models (including cross-classified and growth), and mixture modelling that are not covered in other texts Each chapter is self-contained and follows a common format so that readers can run the analysis and correctly interpret the output for reporting Key Features shown in this book are: Chapter Format Each self-contained chapter: introduces the analysis, highlights its importance and the contexts in which it is appropriate to use, contrasts the analysis with simpler, less efficient techniques, demonstrates how to run the analysis using data provided by the chapter author using popular software programs, and interprets the output Expertise All chapters are written by methodological and applied scholars who are expert in the particular technique being reviewed Audience The volume is a valuable reference tool for any serious scholar or graduate student in the social or behavioural sciences
November 2012 Hb: 978-0-415-89348-0: $295.00 Pb: 978-0-415-89349-7: $114.95 For more information, visit: www.routledge.com/9780415893497
Applied Statistics for the Social and Health Sciences

Rachel A. Gordon, University of Illinois at Chicago, USA
Applied Statistics for the Social and Health Sciences targets the social and health science branches such as human development, public health, sociology, psychology, education, and social work in which students bring a wide range of mathematical skills and have a wide range of methodological affinities Key features of the book include: interweaving the teaching of statistical concepts with examples developed for the course from publicly-available social science data or drawn from the literature; thorough integration of teaching statistical theory with teaching data processing and analysis and; teaching of both SAS and Stata side-by-side and use of chapter exercises in which students practice programming and interpretation on the same data set and course exercises in which students can choose their own research questions and data set This book is for use in a two-semester graduate course sequence covering basic univariate and bivariate statistics and regression
February 2012: 254 x 203: 992pp Hb: 978-0-415-87536-3: $149.95 eBook: 978-0-203-13529-7 For more information, visit: www.routledge.com/9780415875363
NEW IN 2012
Introductory Statistics
A Guided Tour
Edited by William B. Ware, University of North Carolina, USA, John M. Ferron, University of South Florida, USA and Barbara M. Miller, Elon College, USA
This comprehensive and uniquely organized text is aimed at undergraduate and graduate level statistics courses in education and psychology The focus throughout is more on conceptual understanding and attainment of statistical literacy and thinking than on learning a set of tools and procedures An organizational scheme built around common issues and problems rather than statistical techniques allows students to understand the conceptual nature of statistical procedures and to focus more on cases and examples of analysis Whenever possible, presentations contain explanations of the underlying reasons behind a technique Importantly, this is the first statistics text in the social sciences using R as the principal statistical package SAS and SPSS are included at the end of chapters as backup programs
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Statistics for Sport and Exercise Studies

An Introduction
Peter ODonoghue, University of Wales Institute Cardiff, UK
This book shows the full research process, from selecting the most appropriate statistical procedure, to analysing data, to the presentation of results, illustrating every key step in the process with clear examples, case-studies and data taken from sport and exercise settings There are a range of features designed to help the student grasp the underlying concepts and relate each statistical procedure to their own research project, including definitions of key terms, practical exercises, worked examples, clear summaries and guides to further reading and resources The book offers practical guide to using SPSS in sport and exercise research, the most commonly used data analysis software in sport and exercise departments In addition, a Companion Website includes downloadable data sets and work sheets: www.routledge.com/cw/odonoghue
March 2012: 246 x 174: 368pp Pb: 978-0-415-59557-5: $53.95 For more information, visit: www.routledge.com/9780415595575
Advancing Quantitative Methods in Criminology and Criminal Justice

Edited by Travis C. Pratt, Arizona State University, USA
Advancing Quantitative Methods in Criminology and Criminal Justice is designed to promote the understanding of various quantitative research methods and to encourage their use among those seeking answers to questions about crime and justice To this end a number of top scholars have been assembled to provide their insights on a variety of cutting edge quantitative research techniques The chapters that appear delve into the state of quantitative methods in the discipline, group-based trajectory modeling, spatial dependence models, structural equation models, meta-analysis, social network designs, panel data modeling, and censored regression techniques This book will be highly beneficial for readers who seek to stay as current as possible as they pursue answers to questions about crime and justice using quantitative research methods This book was originally published as a special issue of the Journal of Criminal Justice Education
2nd Edition
Elementary Statistics Tables

Henry R. Neave
Elementary Statistics Tables is not just a reference book but a positive and user-friendly teaching and learning aid Each table is accompanied by a careful but concise explanation and useful worked examples The second edition contains a new and comprehensive teach-yourself section on a simple but powerful approach, now well-known in parts of industry but less so in academia, to analysing and interpreting process data This is a particularly valuable enabler to personnel who are not qualified in traditional statistical methods to actively contribute to quality-improvement projects The second edition also includes a much-improved glossary of symbols and notation
August 2011: 297 x 210: 56pp Pb: 978-0-415-56347-5: $28.95 For more information, visit: www.routledge.com/9780415563475
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Changing Schools through Systematic Inquiry

Why and How School Leaders do Research
Pat Thomson, University of Nottingham, UK and Jill Blackmore, Deakin University, Australia
There is an increasing understanding that school change is more effective when it is locally designed to suit specific histories and conditions, and that school-based research makes an important contribution to successful reform However there are relatively few books that address how local research can complement larger scale evidence to produce successful school redesign This book fills this gap Firmly founded on a strong theoretical foundation the authors pragmatic advice: recognises the messy everyday reality of schools, avoids a simplistic tool-kit approach to both organization change and to practitioner research, encourages school leaders and researchers to develop a repertoire of approaches to inquiry, links classroom and program based research to school improvement, and elaborates a range of research-based change strategies; situates school change in international contexts; addresses issues around commissioning research; connects research to tangible issues in change
September 2012: 234 x 156: 176pp Hb: 978-0-415-46552-6: $125.00 Pb: 978-0-415-46553-3: $39.95 eBook: 978-0-203-81819-0 For more information, visit: www.routledge.com/9780415465533
Conducting Educational Design Research

Susan E. McKenney, University of Twente, the Netherlands and Thomas C. Reeves, University of Georgia, USA
Conducting Educational Design Research emphasises the application of design knowledge and skills in research programs, guiding readers through the various disciplinary backgrounds and scientific developments current today In a time when design research is gaining momentum, it seems notable that educational research programs are being confronted with the randomized field trials movement; and educational design programs are at risk of diluting their design character as valuable curricular time is being usurped by more traditional research skills This book not only offers an invaluable classroom resource, it also provides for the ongoing university dialogue on how to best prepare the next generation of educational researchers
NEW IN 2012
Democracy, Education and Research

The Conditions of Social Change
Keri Facer, Manchester Metropolitan University, UK, Michael Fielding, University of Sussex, UK, Ivor F. Goodson, University of Brighton, UK and John Schostak, Manchester Metropolitan University, UK
This ground-breaking book has four leading experts in the field of research combining their talents to offer a very different focus: how practices and processes of research and education can create fundamental, radical social change They focus on and provide empirical illustrations of the use of research and educational processes in contemporary and emergent forms of social organisation, covering both the traditional forms to be found in the education system, health, community, business and the public institutions of government; as well as the emergent forms arising from innovations in information technologies The book focuses on: researching the forms of learning and knowledge creation that take place across the whole range of everyday interactions that people engage in whether in places of learning, communities or workplaces, the ways in which such learning and knowledge can be intentionally shaped by individuals and groups to effect social and political change, and the research strategies required to forge new practices, new ways of working and living for a more socially just world
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2nd Edition
Facilitating Practitioner Research

Developing Transformational Partnerships
Susan Groundwater-Smith, University of Sydney, Australia, Nicole Mockler, Jane Mitchell, Petra Ponte and Karin Ronnerman
This book addresses the complex dilemmas and issues that arise from the contribution made to practitioner inquiry Facilitating practitioner research is far more than providing advice upon methods which may be adopted, or even modelling research practices and drawing attention to appropriate resources and theories It also requires the evolution of strong reciprocal partnerships that will contribute to professional knowledge formation in both the academy and the field The authors explore how a transformative partnership requires particular professional attitudes of practitioners and academic researchers and show how it should result in three integrated areas of knowledge: the ideological, the empirical and the technical The text draws upon extensive case studies from the Netherlands, Sweden and Australia which not only illustrate and illuminate, but also highlight contradictions and tensions and serve to surface issues related to the quality of the partnerships between the academy and the field and the ways in which quality impacts upon practice These varying social geographies also allow a discussion of different intellectual traditions, belief systems, problem settings, questions, and discourses
Inquiry in Music Education

Methods for the Beginning Researcher
Hildegard Froehlich, University of North Texas, USA and Carol Frierson-Campbell, William Patterson University, USA
Inquiry in Music Education is a textbook for introductory to advanced research courses in music education This new edition covers the great variety of research approaches that have been adopted since its first publication in 1987, responding to the significant changes in music education research paradigms This textbook speaks to that flexibility in methodological approaches but also maintains features that all graduate students are expected to become familiar with: information literacy, reading and evaluating research studies, and planning and conducting original studies within accepted guidelines of research communities in music, the other arts, education, and the humanities Electronic search tools, hands-on assignments, supplementary teaching materials and other resources are included on the Companion Website
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Involving Children and Young People in Health and Social Care Research
Edited by Jennie Fleming and Thilo Boeck, both at De Montfort University, UK
Divided into five parts, this practical book begins by considering what research with young people is and why we should do it, before leading the reader into how to undertake it This book provides practical examples of action and finishes with reflections about the whole process by bringing together a variety of experienced researchers, from a wide range of backgrounds in health and social care Involving Children and Young People in Health and Social Care Research includes issues on: understanding the reasons and processes for involving children and young people in research, making sure that involvement is meaningful and not merely tokenistic, developing research methods that are commensurate with different ages and abilities, ensuring adequate training and preparation, for children, young people and adults to make involvement meaningful, power and relationships between young people researchers and adult researchers, sustaining young peoples interest and motivation, and addressing ethical issues that arise throughout the research journey
May 2012: 234 x 156: 224pp Hb: 978-0-415-66349-6: $125.00 For more information, visit: www.routledge.com/9780415663496
Philosophy for Management Research

Nada K. Kakabadse, University of Northampton, UK and Andrew P. Kakabadse, Cranfield University, UK
Andrew and Nada Kakabadse have put together a much needed guide to philosophy for doctoral students starting out on their research paths Topics covered include science, religion, ontology, epistemology and ethics all presented in the context of business and management research Having read this book, students will find themselves in a much better position to successfully embark on their doctoral research with their chances of successfully completing their dissertation very much enhanced
September 2012: 234 x 156: 256pp Hb: 978-0-415-66359-5: $155.00 Pb: 978-0-415-66360-1: $45.95 For more information, visit: www.routledge.com/9780415663601
NEW IN 2012
Research and Practice in Physical Education

Edited by Ann MacPhail and Deborah Tannehill, both at University of Limerick, Ireland
Research findings in education can provide invaluable insight into how teaching practice can be improved, but research papers are often inaccessible and hard to digest This innovative new text is designed to assist PE students, pre-service teachers, practising teachers and teacher educators to learn how to read research and to apply it to practice in primary and secondary physical education The book presents a clear, step-by-step guide to how to read and interpret research, followed by a series of short and engaging introductions to contemporary research studies on key topics in physical education, from classroom management and programme design to assessment and social issues Each study is discussed from the point of view of researcher and teacher, providing the reader with invaluable insight into how to use research to generate new ideas and improve their teaching practice
December 2012 Hb: 978-0-415-69863-4: $145.00 Pb: 978-0-415-69865-8: $44.95 eBook: 978-0-203-13692-8 For more information, visit: www.routledge.com/9780415698658
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Design Research on Learning and Thinking in Educational Settings

Enhancing Intellectual Growth and Functioning
Edited by David Yun Dai, University at Albany, USA Series: Educational Psychology Series
Taking a new approach to this long-debated issue, this book looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints Part one is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues Part two presents specific design work in terms of design principles, models, and prototypes
October 2011: 229 x 152: 312pp Hb: 978-0-415-88050-3: $140.00 Pb: 978-0-415-88051-0: $52.95 eBook: 978-0-203-84957-6 For more information, visit: www.routledge.com/9780415880510
Curriculum, Pedagogy and Educational Research

The Work of Lawrence Stenhouse
Edited by John Elliott and Nigel Norris, both at University of East Anglia, UK
Lawrence Stenhouses theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education What marked out Stenhouses unique contribution to the field of curriculum was his distinctive conceptualisation of the relationship between the teacher (authority), the learner (autonomy) and the subject matter (understanding) He acquired an acute appreciation of the ways in which teaching enhances or inhibits, develops or displaces the potential for autonomous thinking of students Stenhouse changed the relationship between curriculum theory, educational research and teachers; placing teachers right at the heart of the curriculum development process and the teacher as researcher at the heart of teacher professionalism
December 2011: 234 x 156: 176pp Hb: 978-0-415-66456-1: $135.00 eBook: 978-0-203-81811-4 For more information, visit: www.routledge.com/9780415664561
NEW IN 2012
Learning and Research in Virtual Worlds

Edited by Jeremy Hunsinger, Virginia Polytechnic Institute and State University, USA and Aleks Krotoski, Oxford Internet Institute, UK
Virtual worlds are places where humans interact, and as such they can be environments for research and learning However, they are complex and mutable in ways that more controlled and traditional environments are not Although computer-mediated, virtual worlds are multifaceted social systems like the offline world, and choosing to study virtual world phenomena demands as much consideration for the participants, the environment and the researcher as offline By exploring virtual worlds as places of research and learning, the international practitioners in this book demonstrate the power of these worlds to replicate and extend our arenas of research and learning They focus on process and outcomes and consider questions that arise from engaging in teaching and research in these spaces, including new approaches to research ethics, internationalization, localization, and collaboration in virtual worlds This book was originally published as a special issue of Learning, Media & Technology
April 2012: 246 x 174: 192pp Hb: 978-0-415-69347-9: $125.00 For more information, visit: www.routledge.com/9780415693479
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Knowledge Mobilization and Educational Research

Politics, Languages and Responsibilities
Edited by Tara Fenwick, University of Stirling, UK and Lesley Farrell, University of Technology, Sydney, Australia
This book shows powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by moving knowledge, remains unclear In addition knowledge mobilization also invokes debates about the languages through which knowledge is constructed, policy processes are enacted, and research unfolds This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects While the contributors themselves speak from diverse material, occupational and theoretical locations Leading scholars in Canada, the US, the UK, Asia and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education
Ethics and Academic Freedom in Educational Research

Edited by Pat Sikes, University of Sheffield, UK and Heather Piper, Manchester Metropolitan University, UK
This book contains stories of lived experience from the UK, Spain, New Zealand, Bangladesh, and Australia dealing with, inter alia: dissatisfactions with criteria against which research proposals and designs and, by extension, researchers themselves, are judged to be ethical; problems encountered in obtaining ethical clearance; changes which have had to be made to plans which are believed to have affected the ensuing research process and outcomes; cases where ethical issues and difficulties arose and required considered responses despite permission to undertake the research in question being granted; and benefits perceived to accrue from ethical review procedures This book was originally published as a special issue of the International Journal of Research and Method in Education.
May 2011: 246 x 174: 128pp Hb: 978-0-415-66921-4: $125.00 For more information, visit: www.routledge.com/9780415669214
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Researching Young Childrens Perspectives

Debating the Ethics and Dilemmas of Educational Research with Children
Edited by Deborah Harcourt, Australian Catholic University, Australia, Bob Perry, Charles Sturt University, Australia and Tim Waller, Wolverhampton University, UK
What ethical dilemmas face researchers who work with young children? Researching Young Childrens Perspectives critically examines the challenges and complexities of rights based, participatory research with children Rather than approaching these dilemmas as problematic issues, this book positions them as important topics for discussion and reflection The authors consider the ethical, methodological and theoretical frameworks that guide best-practice in research with young children Each chapter poses points for consideration that will inform and challenge both the novice and experienced researcher, such as: How participatory can research be with infants under eighteen months? When should listening through observation stand alone? What is the distinction between methodologies and methods? How can all young children be assured of a voice in research? The authors also present seven separate case studies which demonstrate exemplary research with young children Each study is accompanied by insightful commentary from the authors, who highlight the issues or difficulties faced and propose potential solutions
The Routledge International Handbook of Creative Learning

Edited by Julian Sefton-Green, Pat Thomson, University of Nottingham, UK, Ken Jones, University of Keele, UK and Liora Bresler, University of Illinois at Urbana-Champaign, USA
The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative This applies at individual, classroom, or whole school level, always with the aim of fully realising young peoples potential Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research Sections include: a general introduction to the field of creative learning, arts learning traditions, with sub sections on discrete art forms such as drama and visual art, accounts of practice from artist-teacher partnerships, whole school change and reforms, curriculum change, assessment, evaluative case studies of impact and effect, and global studies of policy change around creative learning
July 2011: 246 x 174: 504pp Hb: 978-0-415-54889-2: $220.00 eBook: 978-0-203-81756-8 For more information, visit: www.routledge.com/9780415548892
Full Table of Contents

For full table of contents on all titles featured in this catalog, visit: www.routledge.com/education
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Writing for Peer Reviewed Journals

Strategies for Getting Published
Patricia Thomson, University of Nottingham, UK and Barbara Kamler, Deakin University, Melbourne, Australia
Building on their successful book Helping Doctoral Students Write: Pedagogies for Supervision the authors here focus on a writing task that is increasingly required of doctoral students and is a necessity for early career researchers and more experienced writers alike They present a theorized approach to writing combined with strategies designed to assist the writer to move through the various intellectual and practical phases of writing a journal article This text is multi-disciplinary, with detailed examples reflecting the various groups with whom the authors have worked with in the workshops they have run for writers in universities in several countries the United Kingdom, Canada, Australia, New Zealand, Ireland, South Africa, Norway, Sweden, Denmark and the United States and will the book is illustrated throughout with examples from a wide range of disciplines Written in an accessible style, one which does not use the patronizing you of advice books, it offers instead a collegial approach to a task which is difficult for most scholars, regardless of their years of experience
September 2012: 234 x 156: 208pp Hb: 978-0-415-80930-6: $155.00 Pb: 978-0-415-80931-3: $40.95 For more information, visit: www.routledge.com/9780415809313
Writing Research Critically

Developing the Power to Make a Difference
Jill Schostak, University of East Anglia, UK and John Schostak, Manchester Metropolitan University, UK
Writing Research Critically shows that writing up is not just about presenting findings as if the facts would speak for themselves The authors show there are certain vital skills that any writer needs to develop within their academic writing, such as the ability to: develop critical understanding and a personal academic voice, question assumptions and the status quo, frame the background and transgress the frame, read between the lines when reviewing the literature, strengthen interpretations and construct persuasive arguments, challenge and develop theory and explanations, and develop ideas that create possibilities for realistic action Packed with examples from a range of writing projects (papers, dissertations, theses, reports, journal articles and books), this book provides a practical and refreshing way to approach and present research Through case studies the authors offer a step-by-step guide from the early stages of planning a writing project to the polishing processes that make the difference between a merely descriptive account to an argument that intends to be critical and persuasive
May 2012: 234 x 156: 208pp Hb: 978-0-415-59874-3: $125.00 Pb: 978-0-415-59875-0: $36.95 For more information, visit: www.routledge.com/9780415598750
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Creating Meaningful Inquiry in Inclusive Classrooms

Practitioners Stories of Research
Edited by Phyllis Jones, University of South Florida, USA, Teresa Whitehurst, Independent Research Consultant, UK and Jo Egerton, Research Project Co-ordinator for The Schools Network, UK
Creating Meaningful Inquiry in Inclusive Classrooms shows how practitioners can engage in a wide range of educational research and explores its value to the practice of teaching and learning It introduces the Accessible Research Cycle (ARC), an understandable and meaningful framework for classroom and school-based inquiry for educators This supports practitioner inquiry and validates the role of the practitioner as both practitioner and researcher The book offers guidance to practitioners on how to use the ARC using familiar language with accompanying illustrative examples from inquiry carried out in special educational settings It promotes meaningful participation within the inquiry process for all students As the learner population in all schools is changing and becoming more complex, the role of practitioners in exploring evidence-based educational solutions to meet the educational entitlement of children is essential In supporting a research informed profession within education, this book will empower practitioners to become the agents of change, helping them to become reflective, strategic, investigative and inquiring practitioners
Becoming a Teacher Researcher in Literacy Teaching and Learning

Strategies and Tools for the Inquiry Process
Edited by Christine C. Pappas, University of Illinois at Chicago (Emerita), USA and Eli Tucker-Raymond, Chche Konnen Center at TERC, USA
Becoming a Teacher Researcher in Literacy Teaching and Learning provides background information and key concepts in teacher research, covers the how-to strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work, illustrates a range of literacy topics and grade levels, features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not), and helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students learning Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly
Related joURnals
Educational Action Research
Editors: Marie Brennan, Victoria University, Australia, Dawn Hillier, Anglia Ruskin University, UK, Colleen McLaughlin, Cambridge University, UK, Julienne Meyer, City University, London, UK, Carol Munn-Giddings, Anglia Ruskin University, UK, Patricia Thomson, University of Nottingham, UK, Andrew Townsend, University of Nottingham, UK
www.tandfonline.com/eac
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Early Childhood Teacher Research

From Questions to Results
Kathryn Castle, Oklahoma State University, USA
Early Childhood Teacher Research is an exciting new resource that will address the sorts of questions and concerns that pre- and in-service teachers of young children frequently have when engaging in teacher research Accessible and interactive, this book touches upon the important issues every early childhood teacher should know the uniqueness of early childhood teacher research, reasons for doing it, and how to do it In this comprehensive guide, Kathryn Castle explores each stage of teacher research, from conceptualization, generating research questions, identifying data sources, gathering and analyzing data, interpreting results, sharing results, to taking action based on results Special features included in each chapter: Teacher Researcher Journal prompts the reader to record ideas for research questions and to develop a plan for doing research, From the Field provides rich examples of real life early childhood teacher researchers and their perspectives on doing teacher research, Reflections ask readers to pause and think deeply about relating content to their own situations, and Exploration of additional content, websites, resources, and activities are located in each chapter to help the reader go further in constructing their knowledge of teacher research
NEW
Enhancing Practice through Classroom Research

A Teachers Guide to Professional Development
Caitriona McDonagh, Mary Roche, Bernie Sullivan and Mairin Glenn
Enhancing Practice through Classroom Research is an accessible introduction to understanding and improving teaching and learning through a process of reflection, research and action Including questions for reflection and illustrated with case studies and vignettes of the authors own experiences of undertaking classroom research, it offers a step-by-step guide to beginning your own research: identifying an area of professional concern or interest, articulating your own educational values, developing a better understanding of your practice, thinking critically about educational practices, depicting practice as it is and as it evolves, finding a research methodology, providing evidence of improved practice, and developing theory from practice
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Successful Research Supervision

Advising Students Doing Research
Anne Lee
A fabulous resource for graduate advisors. Eric Mazur, Harvard University, USA From helping researchers to begin to managing a project through to successful completion, this book guides the reader through a series of exercises to identify their individual strengths and weaknesses and then provides theoretically sound advice in a practical and easy to use format Successful Research Supervision is full of examples of the best practice from outstanding scientists, social scientists and humanities supervisors from both the UK and the USA This book will encourage and help academics to: expand their own repertoire and array of actions and responses, thus giving them the flexibility to meet different situations with ease and confidence, identify the optimum combination of approaches to best fit individual students, understand the influence of their own value and experiences in the choice of their approach to research students, be able to choose the most appropriate combination of approaches for a particular curriculum or project, and employ a neutral language for developing and assisting others
Reshaping Doctoral Education

International Approaches and Pedagogies
Edited by Alison Lee, University of Technology, Sydney, Australia and Susan Danby, Queensland University of Technology, Australia
Reshaping Doctoral Education provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctoral experience Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: the changing nature of doctoral education, the need for systematic and principled accounts of doctoral pedagogies, the importance of disciplinary specificity, the relationship between pedagogy and knowledge generation, and issues of transdisciplinarity
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3rd Edition
Academic Writing
A Handbook for International Students
Stephen Bailey, University of Nottingham, UK
Academic Writing has been fully revised to help students reach this goal Clearly organised, the course explains the writing process from start to finish Each stage is demonstrated and practised, from selecting suitable sources, reading, note-making and planning through to re-writing and proofreading The book is divided into short sections which contain examples, explanations and exercises for use in the classroom or self-study Cross-references allow easy access to relevant sections, and a full answer key is included The third edition has been developed in response to suggestions from both students and teachers Featuring a new Companion Website, there is increased coverage of plagiarism, argument, cause and effect, comparison, definitions and academic style Different forms of writing, including reports and literature reviews, are also covered
Mastering Your Business Dissertation

How to Conceive, Research and Write a Good Business Dissertation
Robert Lomas, University of Bradford, UK
The ability to write to a high standard is a key skill that is often overlooked in the business world This short book from an international, bestselling author offers a practical guide to conceiving, researching and writing a business or management dissertation Robert Lomas offers an inspirational treatise that will awaken the quest for knowledge among his readership The book helps business students to frame their research questions in a more helpful manner in order to achieve their research aims and write in a clear and top scoring way Topics covered include collecting and measuring data, using business statistics, planning research projects and the real mechanics of writing a dissertation
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TITle Design Research: Synergies from Interdisciplinary Perspectives Method in Social Science: Revised 2nd Edition Research Methods: The Basics AuThor Edited by Jesper Simonsen, Jrgen Ole Brenholdt, Monika Bscher and John Damm Scheuer Andrew Sayer Nicholas Walliman DATe FormAT & ISBN 2010 Hb: 978-0-415-57263-7 eBook: 978-0-203-85583-6 Hb: 978-0-415-58247-6 Hb: 978-0-415-48991-1 Pb: 978-0-415-48994-2 eBook: 978-0-203-83607-1 Hb: 978-0-415-54884-7 Pb: 978-0-415-54885-4 eBook: 978-0-203-83894-5 PrIce $16800
2010 2010
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Researching Creative Learning: Methods and Issues
Edited by Pat Thomson and Julian Sefton-Green
2010
qUalitative Methods
TITle An Introduction to Qualitative Research Synthesis: Managing the Information Explosion in Social Science Research Developing Cultural Capability in International Higher Education: A Narrative Inquiry Ethnography in Social Science Practice AuThor Claire Howell Major and Maggi Savin-Baden Sheila Trahar DATe 2010 FormAT & ISBN Hb: 978-0-415-56285-0 eBook: 978-0-203-49755-5 Hb: 978-0-415-57238-5 Pb: 978-0-415-57239-2 eBook: 978-0-203-83400-8 Hb: 978-0-415-54347-7 Pb: 978-0-415-54349-1 eBook: 978-0-203-87630-5 Hb: 978-0-415-49642-1 Pb: 978-0-415-49644-5 eBook: 978-0-203-85837-0 Hb: 978-0-415-57240-8 Pb: 978-0-415-57241-5 eBook: 978-0-203-84987-3 PrIce $14000
2010
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Julie Scott-Jones and Sal Watt
2010
Exploring Learning, Identity and Power Ann-Marie Bathmaker and through Life History and Narrative Research Penelope Harnett New Approaches to Qualitative Research: Wisdom and Uncertainty Maggi Savin-Baden and Claire Howell Major
2010
2010
qUantitative Methods
TITle Methodological Advances in Educational Effectiveness Research Regression Analysis for the Social Sciences The Reviewers Guide to Quantitative Methods in the Social Sciences Social Statistics: The Basics and Beyond AuThor Bert PM Creemers, Leonidas Kyriakides and Pam Sammons Rachel A Gordon Gregory R Hancock and Ralph O Mueller Thomas J Linneman DATe FormAT & ISBN 2010 Hb: 978-0-415-48175-5 Pb: 978-0-415-48176-2 eBook: 978-0-203-85100-5 Hb: 978-0-415-99154-4 Hb: 978-0-415-96507-1 Pb: 978-0-415-96508-8 eBook: 978-0-203-86155-4 Hb: 978-0-415-80501-8 Pb: 978-0-415-80502-5 eBook: 978-0-203-84167-9 PrIce $15500 $5695 $13595 $22500 $6995 $9595 $8995
2010 2010
2010
issUes in ReseaRch
TITle Actor-Network Theory in Education AuThor Tara Fenwick and Richard Edwards DATe FormAT & ISBN 2010 Hb: 978-0-415-49296-6 Pb: 978-0-415-49298-0 eBook: 978-0-203-84908-8 PrIce $13500 $4195
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Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching Developing Research in Teacher Education Hermeneutics, History and Memory
Viv Ellis, Anne Edwards and Peter Smagorinsky Ian Menter and Jean Murray Philip Gardner
2010
Hb: 978-0-415-49758-9 Pb: 978-0-415-49759-6 eBook: 978-0-203-86010-6 Hb: 978-0-415-59486-8 Hb: 978-0-415-35337-3 Pb: 978-0-415-35338-0 eBook: 978-0-203-86012-0 Hb: 978-0-415-49241-6 Pb: 978-0-415-49242-3 eBook: 978-0-203-87990-0 Hb: 978-0-415-77833-6 Pb: 978-0-415-77834-3 eBook: 978-0-203-85627-7 Hb: 978-0-415-49482-3 Pb: 978-0-415-49483-0 eBook: 978-0-203-84917-0 Hb: 978-0-415-56000-9 Pb: 978-0-415-56001-6 eBook: 978-0-203-86327-5 Hb: 978-0-415-56752-7 Hb: 978-0-415-58087-8 Hb: 978-0-415-55306-3 Pb: 978-0-415-55307-0 eBook: 978-0-203-85799-1 Hb: 978-0-415-45009-6 Pb: 978-0-415-45010-2 eBook: 978-0-203-84761-9 Hb: 978-0-415-48382-7 Pb: 978-0-415-48385-8 eBook: 978-0-203-88386-0
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Mobile Methods
Monika Bscher, John Urry and Katian Witchger Christopher B Barrett and Jeffrey Cason Robert McCormick, Alison Fox, Patrick Carmichael and Richard Procter Anne McDougall, John Murnane, Anthony Jones and Nick Reynolds Rosemary Webb Barbara Bintliff and Duncan Alford
2010
Overseas Research II: A Practical Guide
2010
Researching and Understanding Educational Networks Researching IT in Education: Theory, Practice and Future Directions Researching Primary Education: Methods and Issues Teaching Legal Research
2010
2010
2010 2010 2010
Using Analytical Frameworks for Classroom Susan Rodrigues Research: Collecting Data and Analysing Narrative Using Educational Research to Inform Practice: A Practical Guide to Practitioner Research in Universities and Colleges Visual Research Methods in the Social Sciences: Awakening Visions Lorraine Foreman-Peck and Christopher Winch Stephen Spencer
2010
2010
action ReseaRch
TITle Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning 2nd Edition, Becoming a Teacher through Action Research: Process, Context, and Self-Study Participatory Action Research Approaches and Methods: Connecting People, Participation and Place Responding to Diversity in Schools: An Inquiry-Based Approach Small-Scale Research in Primary Schools: A Reader for Learning and Professional Development Using Effectiveness Data for School Improvement: Developing and Utilising Metrics AuThor Paul McIntosh DATe FormAT & ISBN 2010 Hb: 978-0-415-46901-2 Pb: 978-0-415-46902-9 eBook: 978-0-203-86011-3 Hb: 978-0-415-80105-8 Pb: 978-0-415-80106-5 eBook: 978-0-203-86177-6 Pb: 978-0-415-59976-4 PrIce $14000 $4595 $14000 $4495 $4295
Donna Kalmbach Phillips and Kevin Carr Sara Kindon, Rachel Pain and Mike Kesby Susie Miles and Mel Ainscow
2010
2010
2010
Hb: 978-0-415-57576-8 Pb: 978-0-415-57577-5 eBook: 978-0-203-84340-6 Hb: 978-0-415-58559-0 Pb: 978-0-415-58560-6 Hb: 978-0-415-56277-5 Pb: 978-0-415-56278-2
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Kimberly Safford, Mary Stacey and Roger Hancock Anthony Kelly and Christopher Downey
2010
2010
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TITle Practitioner Research at Doctoral Level: Developing Coherent Research Methodologies The Routledge Doctoral Students Companion: Getting to Grips with Research in Education and the Social Sciences AuThor Pat Drake and Linda Heath DATe FormAT & ISBN 2010 PrIce Hb: 978-0-415-49021-4 $13000 Pb: 978-0-415-49022-1 $3895 eBook: 978-0-203-84100-6 Hb: 978-0-415-48411-4 $15500 Pb: 978-0-415-48412-1 $5495 eBook: 978-0-203-85224-8 Hb: 978-0-415-48413-8 $15500 Pb: 978-0-415-48414-5 $5495 eBook: 978-0-203-85176-0
Pat Thomson and Melanie Walker
2010
The Routledge Doctoral Supervisors Melanie Walker and Pat Thomson Companion: Supporting Effective Research in Education and the Social Sciences
2010
stUdy gUides foR stUdents

TITle Publishing Pedagogies for the Doctorate and Beyond Academic Writing for International Students of Business AuThor Claire Aitchison, Barbara Kamler and Alison Lee Stephen Bailey DATe 2010 FormAT & ISBN Hb: 978-0-415-48018-5 Pb: 978-0-415-48019-2 eBook: 978-0-203-86096-0 Hb: 978-0-415-56470-0 Pb: 978-0-415-56471-7 eBook: 978-0-203-84157-0 PrIce $13500 $3795 $13000 $3995
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A
Academic Writing 25 Academic Writing for International Students of Business 28 Action Research and Reflective Practice 27 Actor-Network Theory in Education 26 Advancing Qualitative Methods in Criminology and Criminal Justice 11 Advancing Quantitative Methods in Criminology and Criminal Justice 14 Ainscow, Mel 27 Aitchison, Claire 28 Alford, Duncan 27 Applied Quantitative Analysis in the Social Sciences 13 Applied Statistics for the Social and Health Sciences 13 Armour, Kathleen 8
Creating Meaningful Inquiry in Inclusive Classrooms 22 Creemers, Bert PM 26 Cullen, Fin 6 Cultural-Historical Perspectives on Teacher Education and Development 27 Curriculum, Pedagogy and Educational Research 18
Exploring Learning, Identity and Power through Life History and Narrative Research 26
F
Facer, Keri 15 Facilitating Practitioner Research 16 Farrell, Lesley 19 Fenwick, Tara 4, 19, 26 Ferron, John M 13 Fielding, Michael 15 Fleming, Jennie 17 Focus Groups 2 Foreman-Peck, Lorraine 27 Foundations of Sport Management (series) 2 Fox, Alison 27 Franklin, Marianne 3 Frierson-Campbell, Carol 16 Froehlich, Hildegard 16
D
Dai, David Yun 18 Dainty, Andrew 9 Danby, Susan 24 Democracy, Education and Research 15 Design Research 26 Design Research on Learning and Thinking in Educational Settings 18 Developing Cultural Capability in International Higher Education 26 Developing Inquiry for Learning 4 Developing Narrative Theory 9 Developing Research in Teacher Education 27 Dimitriadis, Greg 2 Dodd, Sarah-Jane 6 Doing Qualitative Research in TESOL 9 Downe, Soo 11 Downey, Christopher 27 Drake, Pat 28 Dykes, Fiona 11
B
Brenholdt, Jrgen Ole 26 Bailey, Stephen 25, 28 Barker, Jamie 8 Barrett, Christopher B 27 Basics (series) 26 Bathmaker, Ann-Marie 26 Becoming a Successful Early Career Researcher 2 Becoming a Teacher Researcher in Literacy Teaching and Learning 22 Becoming a Teacher through Action Research 27 Beginning Interpretative Inquiry 3 Biggs, Catherine 2 Bintliff, Barbara 27 Blackmore, Jill 15 Boeck, Thilo 17 Bradford, Simon 6 Bresler, Liora 20 Burns, Anne 9 Bscher, Monika 26, 27
G
Gardner, Philip 27 Glenn, Mairin 23 Goodson, Ivor F 9, 15 Gordon, Rachel A 13, 26 Graue, Elizabeth 10 Groundwater-Smith, Susan 16
E
Early Childhood Teacher Research 23 Educational Psychology Series (series) 18 Edwards, Allan 2 Edwards, Anne 5, 27 Edwards, Richard 4, 26 Egerton, Jo 22 Elementary Statistics Tables 14 Eley, Adrian Richard 2 Elliott, John 18 Ellis, Viv 27 Emerging Approaches to Educational Research 4 Enhancing Practice through Classroom Research 23 Epstein, Irwin 6 ESL & Applied Linguistics Professional Series (series) 9 Ethics and Academic Freedom in Educational Research 19 Ethnographic Methods 11 Ethnographic Research in the Construction Industry 9 Ethnography in Social Science Practice 26
H
Hadfield, Mark 8 Hammond, Michael 3 Hancock, Gregory R 26 Hancock, Roger 27 Harcourt, Deborah 20 Harnett, Penelope 26 Haw, Kaye 8 Hawkins, Cyndy 4 Heath, Linda 28 Hermeneutics, History and Memory 27 Horsdal, Marianne 12 Howell Major, Claire 9 Hunsinger, Jeremy 18
C
Carmichael, Patrick 27 Carr, Kevin 27 Cason, Jeffrey 27 Castle, Kathryn 23 Changing Schools Through Systematic Inquiry 15 Cohen, Louis 7 Companions for PhD and DPhil Research (series) 28 Conducting Educational Design Research 15 Contemporary Sociological Perspectives (series) 26 Copes, Heith 11
I
Improving Learning (series) 5 Improving Research through User Engagement 5 Inquiry in Music Education 16 Interpretive Research Design 5 Introduction to Critical Discourse Analysis in Education, An 11 Introduction to Qualitative Research Synthesis, An 26 Introductory Statistics 13
30
i n dex
Involving Children and Young People in Health and Social Care Research 17
J
Jones, Anthony 27 Jones, Ken 20 Jones, Marc 8 Jones, Phyllis 22
Morehouse, Richard E 3 Morrison, Keith 7 Mueller, Ralph O 26 Murnane, John 27 Murray, Jean 27
N
Neave, Henry R 14 New Approaches to Qualitative Research 26 New Perspectives on Learning and Instruction (series) 27 Norris, Nigel 18
K
Kakabadse, Andrew P 17 Kakabadse, Nada K 17 Kamberelis, George 2 Kamler, Barbara 21, 28 Kelly, Anthony 27 Kesby, Mike 27 Kincheloe, Joe L 10 Kindon, Sara 27 Knowledge Mobilization and Educational Research 19 Krotoski, Aleks 18 Kyriakides, Leonidas 26
O
ODonoghue, Peter 14 OReilly, Karen 11 Ovens, Peter 4 Overseas Research II 27
P
Pain, Rachel 27 Pappas, Christine C 22 Participatory Action Research Approaches and Methods 27 Perry, Bob 20 Perry, Jr, Fred L 7 Petscher, Yaacov 13 Phillips, Donna Kalmbach 27 Philosophy for Management Research 17 Pink, Sarah 9 Piper, Heather 19 Pitts, Stephanie 2 Ponte, Petra 16 Practice-Based Research in Social Work 6 Practitioner Research at Doctoral Level 28 Pratt, Travis C 14 Procter, Richard 27 Psychoanalysis in Social Research 6 Publishing Pedagogies for the Doctorate and Beyond 28
L
Lapping, Claudia 6 Learning and Research in Virtual Worlds 18 Lee, Alison 24, 28 Lee, Anne 24 Linneman, Thomas J 26 Lomas, Robert 25
M
Macdonald, Doune 8 MacPhail, Ann 17 Major, Claire Howell 26 Manion, Lawrence 7 Mastering Your Business Dissertation 25 Mazzei, Lisa A 12 McCarthy, Paul 8 McCormick, Robert 27 McDonagh, Caitriona 23 McDougall, Anne 27 McIntosh, Paul 27 McKenney, Susan 15 Menter, Ian 27 Method in Social Science 26 Methodological Advances in Educational Effectiveness Research 26 Miles, Susie 27 Miller, Barbara M 13 Mitchell, Jane 16 Mobile Methods 27 Mockler, Nicole 16 Moran, Aidan 8
Q
Qualitative Research 9 Qualitative Research in Midwifery and Childbirth 11 Qualitative Research Methods in Sport, Exercise and Health 10 Quantitative Methodology Series (series) 26
Research and Practice in Physical Education 17 Research and Research Methods for Youth Practitioners 6 Research in Applied Linguistics 7 Research Methods for Sport Management 2 Research Methods in Education 7 Research Methods in Physical Education and Youth Sport 8 Research Methods: The Basics 26 Research Methods: The Key Concepts 3 Researching and Understanding Educational Networks 27 Researching Creative Learning 26 Researching IT in Education 27 Researching Primary Education: Methods and Issues 27 Researching Young Childrens Perspectives 20 Reshaping Doctoral Education 24 Responding to Diversity in Schools 27 Reviewers Guide to Quantitative Methods in the Social Sciences, The 26 Reviewing Qualitative Research in the Social Sciences 10 Reynolds, Nick 27 Rickinson, Mark 5 Roche, Mary 23 Rodrigues, Susan 27 Rogers, Rebecca 11 Ronnerman, Karin 16 Routledge Advances in Sociology (series) 9 Routledge Doctoral Students Companion, The 28 Routledge Doctoral Supervisors Companion, The 28 Routledge Education Classic Edition Series (series) 10 Routledge International Handbook of Creative Learning, The 20 Routledge International Handbooks of Education (series) 20 Routledge Key Guides (series) 3 Routledge Series on Interpretive Methods (series) 5
S
Safford, Kimberly 27 Sammons, Pam 26 Savin-Baden, Maggi 9, 26 Sawchuk, Peter 4 Sayer, Andrew 26 Schatschneider, Christopher 13 Scheuer, John Damm 26 Schostak, Jill 21 Schostak, John 15, 21 Schwartz-Shea, Peregrine 5 Scott-Jones, Julie 26
R
Reeves, Thomas C 15 Regression Analysis for the Social Sciences 26
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Sebba, Judy 5 Sefton-Green, Julian 20, 26 Sikes, Pat 19 Simonsen, Jesper 26 Single-Case Research Methods in Sport and Exercise Psychology 8 Skinner, James 2 Smagorinsky, Peter 27 Small-Scale Research in Primary Schools 27 Smith, Brett 10 Social Statistics 26 Sparkes, Andrew 10 Spencer, Stephen 27 Stacey, Mary 27 Statistics for Sport and Exercise Studies 14 Successful Research Supervision 24 Sullivan, Bernie 23
Webb, Rosemary 27 Wellington, Jerry 2 Wellington, Jerry 3 Wells, Frances 4 Whitehurst, Teresa 22 Winch, Christopher 27 Witchger, Katian 27 Writing for Peer Reviewed Journals 21 Writing Research Critically 21
Y
Yanow, Dvora 5 Youngblood Jackson, Alecia 12
T
Tannehill, Deborah 17 Teachers as Researchers (Classic Edition) 10 Teaching Legal Research 27 Telling Lives 12 Thinking with Theory in Qualitative Research 12 Thomson, Gill 11 Thomson, Pat 15, 20, 21, 26, 28 Trahar, Sheila 26 Trainor, Audrey A 10 Tucker-Raymond, Eli 22 Tutt, Dylan 9
U
Understanding Research 3 Urry, John 27 Using Analytical Frameworks for Classroom Research 27 Using Educational Research to Inform Practice 27 Using Effectiveness Data for School Improvement 27
V
Varshney, Rachel 9 Video in Social Science Research 8 Visual Research Methods in the Social Sciences 27
W
Walker, Melanie 28 Waller, Tim 20 Walliman, Nicholas 26 Wallis, Patricia 4 Ware, William B 13 Watt, Sal 26
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