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A Practical Guide to Teaching Research Methods in Education brings
together more than 60 faculty experts. The contributors share
detailed lesson plans about selected research concepts or skills in
education and related disciplines, as well as discussions of the
intellectual preparation needed to effectively teach the lesson.
Grounded in the wisdom of practice from exemplary and award-winning
faculty from diverse institution types, career stages, and
demographic backgrounds, this book draws on both the practical and
cognitive elements of teaching educational (and related) research
to students in higher education today. The book is divided into
eight sections, covering the following key elements within
education (and related) research: problems and research questions,
literature reviews and theoretical frameworks, research design,
quantitative methods, qualitative methods, mixed methods, findings
and discussions, and special topics, such as student identity
development, community and policy engaged research, and research
dissemination. Within each section, individual chapters
specifically focus on skills and perspectives needed to navigate
the complexities of educational research. The concluding chapter
reflects on how teachers of research also need to be learners of
research, as faculty continuously strive for mastery, identity, and
creativity in how they guide our next generation of knowledge
producers through the research process. Undergraduate and graduate
professors of education (and related) research courses,
dissertation chairs/committee members, faculty development staff
members, and graduate students would all benefit from the lessons
and expert commentary contained in this book.
A Practical Guide to Teaching Research Methods in Education brings
together more than 60 faculty experts. The contributors share
detailed lesson plans about selected research concepts or skills in
education and related disciplines, as well as discussions of the
intellectual preparation needed to effectively teach the lesson.
Grounded in the wisdom of practice from exemplary and award-winning
faculty from diverse institution types, career stages, and
demographic backgrounds, this book draws on both the practical and
cognitive elements of teaching educational (and related) research
to students in higher education today. The book is divided into
eight sections, covering the following key elements within
education (and related) research: problems and research questions,
literature reviews and theoretical frameworks, research design,
quantitative methods, qualitative methods, mixed methods, findings
and discussions, and special topics, such as student identity
development, community and policy engaged research, and research
dissemination. Within each section, individual chapters
specifically focus on skills and perspectives needed to navigate
the complexities of educational research. The concluding chapter
reflects on how teachers of research also need to be learners of
research, as faculty continuously strive for mastery, identity, and
creativity in how they guide our next generation of knowledge
producers through the research process. Undergraduate and graduate
professors of education (and related) research courses,
dissertation chairs/committee members, faculty development staff
members, and graduate students would all benefit from the lessons
and expert commentary contained in this book.
To prosper and thrive in an increasingly unpredictable national and
global environment, U.S. higher education will need to adapt,
innovate, and evolve once again, as it has during every major
societal change over the past four centuries. The purpose of this
new edition, published a turbulent decade after the first, is to
provide institutional leaders -- from department chairs to trustees
-- with a broad understanding of the academic enterprise, strategic
guidance, and key principles, to assist them in navigating the
future and drive the success of their institutions as they confront
the unimagined. Recognizing that the hallmark of higher education
in the U.S. is the diversity of institution types, each of which is
affected differently by external and internal influences, the
authors provide examples and ideas drawn from the spectrum of
colleges and universities in the not-for-profit sector. This book
covers the major functions and constituent departments and units
within institutions; the stakeholders from students and faculty
through the echelons of administration; the external environment of
elected officials, foundations, philanthropists, and the new
changing media; and innovations in teaching, technology, data
analytics, legal frameworks, as well as economic, demographic, and
political pressures. The book is informed by the proposition that
adhering to four principles, that the authors identify as having
enabled institutions of higher education to successfully navigate
ever-changing and volatile pasts, will enable them to flourish in
the coming decades. The four principles are: 1. Be mission centric
by making all key decisions based on a core mission and set of
values. 2. Be able to adapt to environmental change in alignment
with the mission and core values. 3. Be committed to democratic
ideals by seeking to promote them and modeling democratic practices
on and off campus. 4. Be models for inclusion, equity, and positive
social change.
To prosper and thrive in an increasingly unpredictable national and
global environment, U.S. higher education will need to adapt,
innovate, and evolve once again, as it has during every major
societal change over the past four centuries. The purpose of this
new edition, published a turbulent decade after the first, is to
provide institutional leaders -- from department chairs to trustees
-- with a broad understanding of the academic enterprise, strategic
guidance, and key principles, to assist them in navigating the
future and drive the success of their institutions as they confront
the unimagined. Recognizing that the hallmark of higher education
in the U.S. is the diversity of institution types, each of which is
affected differently by external and internal influences, the
authors provide examples and ideas drawn from the spectrum of
colleges and universities in the not-for-profit sector. This book
covers the major functions and constituent departments and units
within institutions; the stakeholders from students and faculty
through the echelons of administration; the external environment of
elected officials, foundations, philanthropists, and the new
changing media; and innovations in teaching, technology, data
analytics, legal frameworks, as well as economic, demographic, and
political pressures. The book is informed by the proposition that
adhering to four principles, that the authors identify as having
enabled institutions of higher education to successfully navigate
ever-changing and volatile pasts, will enable them to flourish in
the coming decades. The four principles are: 1. Be mission centric
by making all key decisions based on a core mission and set of
values. 2. Be able to adapt to environmental change in alignment
with the mission and core values. 3. Be committed to democratic
ideals by seeking to promote them and modeling democratic practices
on and off campus. 4. Be models for inclusion, equity, and positive
social change.
Policies intended to shape student achievement and access at
schools and colleges have changed significantly over the past
decade. No Child Left Behind, Common Core, Race to the Top, data
mining initiatives, Title IX gender equity, Individuals with
Disabilities Education Act, Americans with Disabilities Act, and
executive actions on immigration illustrate key federal initiatives
that have redefined standards, priorities, and practices within
educational institutions. Similarly, state policies in terms of
school funding, school choice, teacher qualifications, student
bullying, and other measures have added another layer of complexity
to the education law and policy dialogue particularly when
addressing matters of education inequality. These emergent policies
beget the question: how have these policies contributed to easing
the effects of educational inequality? The purpose of this book is
to examine the role of law as potentially countering or impeding
desirable education reforms, and it calls on readers to consider
how policymakers, lawyers, social scientists, and educators might
best alter the course in an effort to advance a more just and less
unequal educational system.
Policies intended to shape student achievement and access at
schools and colleges have changed significantly over the past
decade. No Child Left Behind, Common Core, Race to the Top, data
mining initiatives, Title IX gender equity, Individuals with
Disabilities Education Act, Americans with Disabilities Act, and
executive actions on immigration illustrate key federal initiatives
that have redefined standards, priorities, and practices within
educational institutions. Similarly, state policies in terms of
school funding, school choice, teacher qualifications, student
bullying, and other measures have added another layer of complexity
to the education law and policy dialogue particularly when
addressing matters of education inequality. These emergent policies
beget the question: how have these policies contributed to easing
the effects of educational inequality? The purpose of this book is
to examine the role of law as potentially countering or impeding
desirable education reforms, and it calls on readers to consider
how policymakers, lawyers, social scientists, and educators might
best alter the course in an effort to advance a more just and less
unequal educational system.
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