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As urban populations grow, new health problems evolve in tandem
with longstanding issues. And as a welter of social, environmental,
and access factors further complicate the picture, workable
solutions require increasingly sophisticated understanding and
innovative methods-generally beyond the scope of one professional
field. Converging Disciplines introduces the concept of
transdisciplinary research as a multidimensional,
research-to-practice approach to urban health issues, not only
bringing researchers together but also linking stakeholders, from
practitioners to policymakers to community members. This
immediately accessible volume differentiates transdisciplinary
research from multi- and interdisciplinary strategies, as well as
from popular community-based models, and brings a uniquely North
American set of perspectives to the concept. Chapter authors
explore the theory behind the methods as well as their application
in meeting chronic problems (e.g., domestic violence, substance
abuse) and working with vulnerable populations (e.g., homeless
individuals, refugees) in ways that are ecologically based,
ethically sound, and eminently practical. Key areas of coverage:
Benefits and challenges of transdisciplinary research in the urban
health setting. Transdisciplinary research process, including
methodologies, collaboration, and information sharing. Detailed
case examples of transdisciplinary research used in addressing
health issues among marginalized urban populations. An overview of
training programs in the U.S. and Canada. The view from funding
agencies. Preparing the university, researchers, and the job market
for a transdisciplinary future researchers and graduate students in
urban and public health will find inspiring reading in Converging
Disciplines: a bold framework for transforming their fields, and
the tools for meeting the new generation of urban health
challenges.
In recent years, funding agencies like the Institute of Educational
Sciences and the National Science Foundation have increasingly
emphasized large-scale studies with experimental and
quasi-experimental designs looking for 'objective truths'.
Educational researchers have recently begun to use large-scale
studies to understand what really works, from developing
interventions, to validation studies of the intervention, and then
to efficacy studies and the final "scale-up" for large
implementation of an intervention. Moreover, modeling student
learning developmentally, taking into account cohort factors,
issues of socioeconomics, local political context and the presence
or absence of interventions requires the use of large data sets,
wherein these variables can be sampled adequately and inferences
made. Inroads in quantitative methods have been made in the
psychometric and sociometric literatures, but these methods are not
yet common knowledge in the mathematics education community. In
fact, currently there is no volume devoted to discussion of issues
related to large-scale studies and to report findings from them.
This volume is unique as it directly discusses methodological issue
in large-scale studies and reports empirical data from large-scale
studies.
This book is about scientific inquiry. Designed for early and
mid-career researchers, it is a practical manual for conducting and
communicating high-quality research in (mathematics) education.
Based on the authors' extensive experience as researchers, as
mentors, and as members of the editorial team for the Journal for
Research in Mathematics Education (JRME), this book directly speaks
to researchers and their communities about each phase of the
process for conceptualizing, conducting, and communicating
high-quality research in (mathematics) education. In the late
2010s, both JRME and Educational Studies in Mathematics celebrated
50 years of publishing high-quality research in mathematics
education. Many advances in the field have occurred since the
establishment of these journals, and these anniversaries marked a
milestone in research in mathematics education. Indeed, fifty years
represents a small step for human history but a giant leap for
mathematics education. The educational research community in
general (and the mathematics education community in particular) has
strongly advocated for original research, placing great emphasis on
building knowledge and capacity in the field. Because it is an
interdisciplinary field, mathematics education has integrated means
and methods for scientific inquiry from multiple disciplines. Now
that the field is gaining maturity, it is a good time to take a
step back and systematically consider how mathematics education
researchers can engage in significant, impactful scientific
inquiry.
This book is about scientific inquiry. Designed for early and
mid-career researchers, it is a practical manual for conducting and
communicating high-quality research in (mathematics) education.
Based on the authors' extensive experience as researchers, as
mentors, and as members of the editorial team for the Journal for
Research in Mathematics Education (JRME), this book directly speaks
to researchers and their communities about each phase of the
process for conceptualizing, conducting, and communicating
high-quality research in (mathematics) education. In the late
2010s, both JRME and Educational Studies in Mathematics celebrated
50 years of publishing high-quality research in mathematics
education. Many advances in the field have occurred since the
establishment of these journals, and these anniversaries marked a
milestone in research in mathematics education. Indeed, fifty years
represents a small step for human history but a giant leap for
mathematics education. The educational research community in
general (and the mathematics education community in particular) has
strongly advocated for original research, placing great emphasis on
building knowledge and capacity in the field. Because it is an
interdisciplinary field, mathematics education has integrated means
and methods for scientific inquiry from multiple disciplines. Now
that the field is gaining maturity, it is a good time to take a
step back and systematically consider how mathematics education
researchers can engage in significant, impactful scientific
inquiry.
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