Mark B. Ginsburg, Jorge M. Gorostiaga

• Chapter 1 Dialogue about Educational Research, Policy, and Practice, Mark B. Ginsburg, Jorge M. Gorostiaga; Chapter 2 Dancing in the Dark, Anne Klemperer, Henno Theisens, Frans Kaiser; Chapter 3 Linking Research, Policy, and Strategic Planning to Education Development in the Lao People’s Democratic Republic, Don Adams, Geok Hwa Kee, Lin Lin; Chapter 4 Teacher Peripheralization in Comparative Education, Paul R. Fossum, Patricia K. Kubow; Chapter 5 Researching Women’s Literacy in Mali, Laurel Puchner; Chapter 6 “Other” Perceptions, Sandra L. Stacki; Chapter 7 Reinventing Research for Educational Reform, Craig G. Wishart, DeStefano Joseph; Chapter 8 Ideology in Educational Research and Policy Making in the United States, Michele S. Moses, Gair Marina; Chapter 9 Dialogue between “Academic” and “Community” Researchers, Kevin J. Gormley; Chapter 10 Enhancing Dialogue Among Researchers, Policy Makers, and Community Members in Uganda, Joseph Carasco, Nancy Clair, Lawrence Kanyike; Chapter 11 Policy Making, Critical Analysis, or Both—What Role for Educational Research?, Holger Daun; Chapter 12 “Designed” Dialogues, Susan L. Robertson, Roger Dale;

Mark B. Ginsburg, Jorge M. Gorostiaga

• Chapter 1 Dialogue about Educational Research, Policy, and Practice, Mark B. Ginsburg, Jorge M. Gorostiaga; Chapter 2 Dancing in the Dark, Anne Klemperer, Henno Theisens, Frans Kaiser; Chapter 3 Linking Research, Policy, and Strategic Planning to Education Development in the Lao People’s Democratic Republic, Don Adams, Geok Hwa Kee, Lin Lin; Chapter 4 Teacher Peripheralization in Comparative Education, Paul R. Fossum, Patricia K. Kubow; Chapter 5 Researching Women’s Literacy in Mali, Laurel Puchner; Chapter 6 “Other” Perceptions, Sandra L. Stacki; Chapter 7 Reinventing Research for Educational Reform, Craig G. Wishart, DeStefano Joseph; Chapter 8 Ideology in Educational Research and Policy Making in the United States, Michele S. Moses, Gair Marina; Chapter 9 Dialogue between “Academic” and “Community” Researchers, Kevin J. Gormley; Chapter 10 Enhancing Dialogue Among Researchers, Policy Makers, and Community Members in Uganda, Joseph Carasco, Nancy Clair, Lawrence Kanyike; Chapter 11 Policy Making, Critical Analysis, or Both—What Role for Educational Research?, Holger Daun; Chapter 12 “Designed” Dialogues, Susan L. Robertson, Roger Dale;

Mark B. Ginsburg, Jorge M. Gorostiaga

• Chapter 1 Dialogue about Educational Research, Policy, and Practice, Mark B. Ginsburg, Jorge M. Gorostiaga; Chapter 2 Dancing in the Dark, Anne Klemperer, Henno Theisens, Frans Kaiser; Chapter 3 Linking Research, Policy, and Strategic Planning to Education Development in the Lao People’s Democratic Republic, Don Adams, Geok Hwa Kee, Lin Lin; Chapter 4 Teacher Peripheralization in Comparative Education, Paul R. Fossum, Patricia K. Kubow; Chapter 5 Researching Women’s Literacy in Mali, Laurel Puchner; Chapter 6 “Other” Perceptions, Sandra L. Stacki; Chapter 7 Reinventing Research for Educational Reform, Craig G. Wishart, DeStefano Joseph; Chapter 8 Ideology in Educational Research and Policy Making in the United States, Michele S. Moses, Gair Marina; Chapter 9 Dialogue between “Academic” and “Community” Researchers, Kevin J. Gormley; Chapter 10 Enhancing Dialogue Among Researchers, Policy Makers, and Community Members in Uganda, Joseph Carasco, Nancy Clair, Lawrence Kanyike; Chapter 11 Policy Making, Critical Analysis, or Both—What Role for Educational Research?, Holger Daun; Chapter 12 “Designed” Dialogues, Susan L. Robertson, Roger Dale;