The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry

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Research is increasingly becoming more influential in the field of education and this Handbook brings together a range of top academic experts who represent diverse fields within and outside of education, as well as quantitative, qualitative, and mixed method approaches to provide an upto-

date, advanced analysis of all relevant issues involved in educational research.

The Handbook is written in lively, welcoming prose and central to the handbook is an intention to encourage and

help researchers place ideas at the epicenter of inquiry. In addition explicit discussion of the fundamental challenges

that researchers must consciously address throughout their inquiry are identified and solutions provided to help future

researchers overcome similar obstacles.



The Many Purposes of Educational Inquiry
What Knowledge Users Want
Minding the Gap Between Research and Policymaking
Opportunity Lost
What Are We Tripping On? Transgressing the Fault Lines
Reconceptualizing and Recentering
Explorations in
Conceptualizing and Conducting Meaningful
Rationale and Rigor in Choosing What to Observe
Approaching Rigor in Applied Qualitative Research
Challenges in Conducting Inquiry
Constructing Data
The Development
Constructing Conclusions
Challenges in Writing

Counseling Psychology
Educational Leadership
An Approach to Educational Inquiry
Enriching Inquiry Through
A FirstPerson Account
Developing and Nurturing Interesting and Researchable Ideas
Challenges in Preparing for Inquiry
Experimenting With Voice and Reflexivity in Social Science Texts
Challenges and Opportunities
Author Index
Subject Index
About the Editors

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About the author (2006)

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.

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