This book explores the complexities of investigating minorities, majorities, boundaries and borders, and the experiences of researchers who choose to work in these spaces. It engages with issues of ethics, disclosure and representation, and contends with and seeks to contribute to emerging debates around power and the positioning of researchers and participants. Chapters examine epistemologies that shape researchers' beliefs about the forms of research that are valued in educational research and theory, and consider the importance of research that genuinely seeks to explore voice, culture, story, authenticity and identity. Resisting the backdrop of standardisation, performativity and accountability agendas pervading governments and organisations, the book attends to the stories of real people, to understand regional and rural landscapes, to examine culture and the human condition and to give voice to those at the fringes of society who remain largely neglected and unheard. Drawing largely on studies from Australia, the book provides an overview of the many types of research being engaged in, revealing the value of different kinds of research, and gaining insight into how meaning and findings are disseminated in research and educational sectors and back into the contexts where research takes place. Mainstreams, Margins and the Spaces In-between will be of key interest to early career researchers and academics internationally, as well as postgraduate students completing research methods courses in the field of education, and the wider social sciences.

This book explores the complexities of investigating minorities, majorities, boundaries and borders and the experiences of researchers who choose to work in these spaces. It examines epistemologies that appear to shape researchers beliefs about the forms of research that are valued in educational research and theory. It also considers the researched and notions of privilege, voice, agency, authority and authenticity. "Researching Mainstreams, Margins and Spaces In-Between" engages with issues of ethics, disclosure, and representation and contends with and seeks to contribute to emerging debates around power and the positioning of researchers and participants. It also considers the motivations that researchers bring in relation to participant transformation and empowerment, and the importance of research that genuinely seeks to explore voice, culture, story and identity.

Resisting the backdrop of standardisation, performativity and accountability agendas pervading governments and organisations, this book attends to the stories of real people, to understand regional and rural landscapes, to examine culture and the human condition, and to give voice to those at the fringes of society who remain largely neglected and unheard. This text therefore provides an overview of the many types of research being engaged in, revealing the value of different kinds of research, and gaining insight into how meaning and findings are disseminated in research and educational sectors, and back into the contexts where research takes place.

The book will interest early career researchers and academics internationally. It will also appeal to postgraduate students completing research methods courses in the field of education, and the wider social sciences."

This book explores how teachers can navigate the complex process of managing change within the classroom. The chapters highlight the new challenges that have arisen with the emergence and introduction of educational technology as teachers find themselves having to be responsive to the needs and demands of multiple stakeholders. Traversing a range of conceptual, disciplinary and methodological boundaries, the editors and contributors investigate the tensions that impinge on research-based change and how to integrate directed changes into their education system and classroom. Subsequently, this volume argues that posing these questions leads to increased understanding of the possible long term effects of educational change, and how teachers can know whether their solutions are effective.

This book explores how teachers can navigate the complex process of managing change within the classroom. The chapters highlight the new challenges that have arisen with the emergence and introduction of educational technology as teachers find themselves having to be responsive to the needs and demands of multiple stakeholders. Traversing a range of conceptual, disciplinary and methodological boundaries, the editors and contributors investigate the tensions that impinge on research-based change and how to integrate directed changes into their education system and classroom. Subsequently, this volume argues that posing these questions leads to increased understanding of the possible long term effects of educational change, and how teachers can know whether their solutions are effective.

This Handbook examines the essential nature of the law within an educational context and asks why there is not greater preparation for this aspect of a teacher's role. Principals and teachers across the world now work in increasingly uncertain and challenging environments involving complex legislative frameworks, with their roles and responsibilities constantly changing to meet these demands: thus, it is imperative that educators adapt and acquire new skills relating to child protection and criminal law. On a daily basis, teachers and practitioners are being challenged to critically examine and evaluate the legal rights and obligations of various stakeholders, including students, parents, educators and administrators. However, if these skills are not developed, the implications will be significant: particularly so if principals are deterred from pursuing innovative education strategies due to potential litigation risks. Consequently, the chapters will empower principals and teachers in the management of these concerns. This wide-ranging handbook, including case studies from around the world, will be of interest and value to both scholars of education law and practitioners.

This Handbook examines the essential nature of the law within an educational context and asks why there is not greater preparation for this aspect of a teacher's role. Principals and teachers across the world now work in increasingly uncertain and challenging environments involving complex legislative frameworks, with their roles and responsibilities constantly changing to meet these demands: thus, it is imperative that educators adapt and acquire new skills relating to child protection and criminal law. On a daily basis, teachers and practitioners are being challenged to critically examine and evaluate the legal rights and obligations of various stakeholders, including students, parents, educators and administrators. However, if these skills are not developed, the implications will be significant: particularly so if principals are deterred from pursuing innovative education strategies due to potential litigation risks. Consequently, the chapters will empower principals and teachers in the management of these concerns. This wide-ranging handbook, including case studies from around the world, will be of interest and value to both scholars of education law and practitioners.

Political Pressures on Educational and Social Research draws upon a variety of theoretical and methodological approaches to consider the problems that can arise when research findings diverge from political directions for policy. Chapters explore the impacts this can have on the researchers, as well as the influence it has on the research, including the methodology and the publication of results. The book offers innovative ways of seeing how these connect, overlap and interact, revealing particular issues of concern for researchers and evaluators in the context of research internationally. Key topics include the power and positioning of research, evidence based policy development, ethics and the importance of research that seeks to explore and discover knowledge. The book is divided into two sections. The first presents chapters from international academics, which provide a theoretical underpinning and discussion of power, policy, ethics and their influence on research resourcing, autonomy, purpose and methodology. The second section explores specific case studies and instances from the authors' own experiences in the field. This book offers an interesting and enlightening insight into the sometimes political nature of research and will appeal to researchers, evaluators and postgraduate students in the fields of education and the social sciences. It will be of particular interest to those studying research methods.

This book explores the current state of research on Indigenous education Australia. In particular, these chapters focus on exploring deep and enduring questions about the failures of schooling to address the needs of Aboriginal communities. This book provides a systematic analysis of existing research to explain how connection to culture - and the recognition of Indigenous sovereignties and knowledges - are the keys to Aboriginal excellence in schooling.

Political Pressures on Educational and Social Research draws upon a variety of theoretical and methodological approaches to consider the problems that can arise when research findings diverge from political directions for policy. Chapters explore the impacts this can have on the researchers, as well as the influence it has on the research, including the methodology and the publication of results. The book offers innovative ways of seeing how these connect, overlap and interact, revealing particular issues of concern for researchers and evaluators in the context of research internationally. Key topics include the power and positioning of research, evidence based policy development, ethics and the importance of research that seeks to explore and discover knowledge. The book is divided into two sections. The first presents chapters from international academics, which provide a theoretical underpinning and discussion of power, policy, ethics and their influence on research resourcing, autonomy, purpose and methodology. The second section explores specific case studies and instances from the authors' own experiences in the field. This book offers an interesting and enlightening insight into the sometimes political nature of research and will appeal to researchers, evaluators and postgraduate students in the fields of education and the social sciences. It will be of particular interest to those studying research methods.

This book analyses examples of quality teaching in professional education in the human client fields. The first of two volumes, the editors and contributors use case studies to illustrate the elements deemed good practice within professional education. There are many different routes towards preparing well-qualified professionals through higher education: as diverse as the professions themselves, these routes are largely determined by decisions academics make regarding content, curriculum alignment, integration of research with practice and pedagogical techniques. Including case studies from midwifery, medical, nursing and psychology degree programmes, the authors and editors unravel what good teaching in professional practice looks like in the human client fields, and how it can be achieved. This rigorous and comprehensive collection will be of interest and value to students and scholars of professional pedagogy, as well as practitioners.

This book examines quality teaching in professional education in the fields of engineering and international knowledge structures. The second of a two-volume series, the editors and contributors structure the book around case studies which highlight the elements constituting good practice within professional education. While there is no one specific route to prepare well-qualified professionals, this volume explores the decisions the academics responsible for delivering this education make to ensure quality curricula. Ultimately, the key to effective preparations rests with the value employers place on the focus, emphasis and balance between the academic and practical in relation to their own expectations for skills that graduates must have. The second volume in this collection will appeal to students and scholars of professional pedagogy, and engineering pedagogy more specifically.