Published for the American Educational Research Association by
Routledge.
The Handbook of Complementary Methods in Education Research is a
successor volume to AERA's earlier and highly acclaimed editions of
Complementary Methods for Research in Education. More than any book
to date (including its predecessors), this new volume brings
together the wide range of research methods used to study education
and makes the logic of inquiry for each method clear and
accessible. Each method is described in detail, including its
history, its research design, the questions that it addresses, ways
of using the method, and ways of analyzing and reporting outcomes.
Key features of this indispensable book include the
following:
Foundations Section-Part I is unique among research books. Its
three chapters examine common philosophical, epistemological, and
ethical issues facing researchers from all traditions, and frames
ways of understanding the similarities and differences among
traditions. Together they provide a tripartite lens through which
to view and compare all research methods.
Comprehensive Coverage-Part II (the heart of the book) presents 35
chapters on research design and analysis. Each chapter includes a
brief historical overview of the research tradition, examines the
questions that it addresses, and presents an example of how the
approach can be used.
Programs of Research-Part III examines how research programs
connected to eight specific lines of inquiry have evolved over
time. These chapters examine phenomena such as classroom
interaction; language research; issues of race, culture, and
difference; policy analysis; program evaluation; student learning;
and teacher education.
Complementary Methods-As the title suggests, a central mission of
this book is to explore the compatibility of different research
methods. Which methods can be productively brought together and for
what purposes? How and on what scale can they be made compatible
and what phenomena are they best suited to explore?
Flexibility-The chapters in Parts II and III are largely
independent. Therefore, selected portions of the book can be used
in courses devoted to specific research methods and perspectives or
to particular areas of education. Likewise, established researchers
interested in acquiring new techniques or greater expertise in a
given methodology will find this an indispensable reference
volume.
This handbook is appropriate for any of the following audiences:
faculty teaching and graduate students studying education research,
education researchers and other scholars seeking an accessible
overview of state-of-the-art knowledge about specific methods,
policy analysts and other professionals needing to better
understand research methods, and academic and research libraries
serving these audiences.
General
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