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Research in Education Pursuing Ideas as the Keystone of Exemplary Inquiry

ISBN-10: 1412980003
ISBN-13: 9781412980005
Edition: 2nd 2011
List price: $120.00
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Book details

List price: $120.00
Edition: 2nd
Copyright year: 2011
Publisher: SAGE Publications, Incorporated
Publication date: 8/2/2011
Binding: Hardcover
Pages: 528
Size: 7.25" wide x 10.50" long x 1.25" tall
Weight: 2.398

Clifton F. Conrad has been Professor of Higher Education at the University of Wisconsin-Madison since 1987. He previously taught at the University of Denver (1975-1977), The College of William and Mary (1977-1981), and the University of Arizona (1981-1987)--where he also served as a Department Chair and as Associate Dean for Academic Affairs. His research program is centered on college and university curriculum--at the undergraduate and graduate levels, in the liberal arts and sciences as well as in professional fields. Books that he has authored or co-authored include The Undergraduate Curriculum, A Silent Success: Master's Education in the United States, and Emblems of Quality in Higher Education: Developing and Sustaining High-Quality Programs. While he has published quantitative studies in journals such as the American Educational Research Journal and the Journal of Education Finance, the majority of his research has been fueled by qualitative approaches to inquiry--work that appears in journals ranging from Sociology of Education to the Journal of Higher Education. A former President of the Association for the Study of Higher Education, since 1980 he has been a key expert witness and consultant to the U.S. Department of Justice and the Office of Civil Rights (U.S. Department of Education) in major civil rights cases and inquiries involving race and gender in higher education in nine states. Two of these cases led to landmark decisions by the U.S. Supreme Court, including one in which his scholarship was cited approvingly.

Ronald C. Serlin is an Emeritus Professor in the Department of Educational Psychology at the University of Wisconsin-Madison. He teaches courses in nonparametric statistics and the philosophy of science and statistics. His mastery in teaching earned him a Chancellor's Distinguished Teaching Award early in his career. His expertise as a statistical consultant has led to long and fruitful collaborative efforts with colleagues in the School of Nursing and the Departments of Neurology, Art Education, and Journalism & Mass Communication, among others. Currently, he is engaged in two major lines of research. One examines the effects of violations of assumptions on known and proposed parametric and nonparametric tests, a knowledge of which helps to increase the validity of statistical conclusions. The other investigates the philosophical underpinnings of statistical hypothesis testing, an effort linking modern philosophy of science and statistical practice to delineate the role of statistics in the scientific endeavor. He has published regularly in Psychological Bulletin and Psychological Methods and in such wide-ranging journals as the Journal of the American Medical Association, the Journal of Research in Music Education, and Pain. An article he co-authored won the Annual Research Report award competition for Division D of the American Educational Research Association. He won an award for Outstanding Contributions to Nursing Education, and recently he won a School of Education Distinguished Achievement Award. He served three nonconcurrent terms as Department Chair.

Preface
Acknowledgments
Introduction
Exploring Ideas: Embracing Inquiry and the Craft of Framing Meaningful Problems
Exploring the Multiple Purposes of Inquiry and Key Stakeholders
Introductory Essay
Muddying the Waters Even More: The Many Faces of Empirical Educational Inquiry
Speaking Truth to Policy and Practice
Minding the Gap Between Research and Policy Making
Formulating Meaningful Problems
Introductory Essay
Developing and Framing Meaningful Problems
Inquiry Through a Keyhole: Retroduction
Reviewing Literature and Formulating Problems
The Challenge of Framing a Problem: What Is Your Burning Question?
Developing and Nurturing Interesting and Researchable Ideas
Situating Ourselves and Our Inquiry: A First-Person Account
Pursuing and sharing ideas: The design and conduct of inquiry and the communication of Results
Opportunities and Challenges in Designing and Conducting Inquiry
Introductory Essay
Research Design in Qualitative/Quantitative/Mixed Methods
Intellect, Light, and Shadow in Research Design
Comparative Education: An Approach to Educational Inquiry
Conceptualizing and Conducting Meaningful Research Studies in Education
Constructing Data
Constructing Analyses: The Development of Thoughtfulness in Working With Quantitative Methods
Approaching Rigor in Applied Qualitative Research
Constructing Conclusions
Windows of Possibility: Perspectives on the Construction of Educational Researchers
Education as Design for Learning: A Model for Integrating Education Inquiry Across Research Traditions
Writing, Voicing, and Disseminating Research
Introductory Essay
Cultivating Idea-Centric Writing in Our Teaching of Writing
Writing in Education Research
Experimenting With Voice and Reflexivity to Produce Multi-Voiced Texts
Getting the Word Out: Challenges and Opportunities in Explaining Educational Research to the World
Engaging Ideas: Reflections of Scholars
Reflections on Critical Incidents in Exemplary Inquiry
Introductory Essay
Using Historical Methods to Explore Educational Questions
Texts for Beginning Readers: The Search for Optimal Scaffolds
Conducting Research on Leadership and Change in Education
College Access and Educational Research: Persistent Problems and New Perspectives
The Arc of Research
Index
About the Editors
About the Section Editors
About the Contributors

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