Martyn Hammersley is an emeritus professor of educational and social research at The Open University, UK. He has carried out research in the sociology of education and the sociology of the media. However, much of his work has been concerned with the methodological issues surrounding social enquiry. He has written several books including (with Paul Atkinson) Ethnography: Principles in Practice (fourth edition, Routledge, 2019), The Dilemma of Qualitative Method (Routledge, 1989), The Politics of Social Research (SAGE, 1995), Reading Ethnographic Research (second edition, Longman, 1997), Taking Sides in Social Research (Routledge, 2000), Educational Research, Policymaking and Practice, (London, Paul Chapman/SAGE, 2002), Questioning Qualitative Inquiry (SAGE, 2008), Methodology Who Needs It? (SAGE, 2011), The Myth of Research-Based Policy and Practice (SAGE, 2013), The Limits of Social Science (SAGE, 2014), and The Concept of Culture (Palgrave Macmillan, 2019). Website: http://martynhammersley.wordpress.com/

The book presents a good starting point for students, particularly undergraduates as it introduces them to a number of concepts which they will encounter during their programme. It is clear, concise and gives students the opportunity to explore key themes and some latest developments in the field of early childhood. As a resource tool, the book may be useful to students who are engaging in the early stages of developing their ideas for a small-scale research project.

• IntroductionPART ONE: DEBATES ABOUT EVIDENCE-BASED PRACTICE1. Teaching as a research-based profession: possibilities and prospects. David Hargreaves2. Educational research and teaching: a response to David Hargreaves′ TTA Lecture. Martyn Hammersley3. In defence of research for evidence-based teaching: a rejoinder to Martyn Hammersley. David Hargreaves4. A reply to Hargreaves. Martyn Hammersley5. Making evidence-based practice educational. John Elliott6. Making Evidence-based practice educational: a rejoinder to John Elliott. Ann Oakley7. Evidence-informed policy and practice: challenges for social science. Ann Oakley 8. Intellectuals or technicians? The urgent role of theory in educational studies. Stephen J Ball9. Beyond reflection: contingency, idiosyncrasy and reflexivity in initial teacher education. Alex MoorePART TWO: THE NATURE OF EDUCATIONAL RESEARCH10. On the kinds of research in educational settings. Michael Bassey 11. The paradigm wars and their aftermath: a "historical" sketch of research on teaching since 1989. Nathaniel Gage12. Action research. Stephen Kemmis13. Increasing the generalisability of qualitative research. Janet W Schofield14. Critical incidents and learning about risks: the case of young people and their health. Martyn Denscombe15. Interrogating the discourse of home-school relations: the case of parents′ evenings. Maggie MacLure with Barbara Walker16. Labouring to learn?: industrial training for slow learners. Paul Atkinson, David Shone and Teresa Rees17. An appraisal of Labouring to learn. Martyn Hammersley18. The obviousness of social and educational research results. Nathaniel Gage

Martyn Hammersley is an emeritus professor of educational and social research at The Open University, UK. He has carried out research in the sociology of education and the sociology of the media. However, much of his work has been concerned with the methodological issues surrounding social enquiry. He has written several books including (with Paul Atkinson) Ethnography: Principles in Practice (fourth edition, Routledge, 2019), The Dilemma of Qualitative Method (Routledge, 1989), The Politics of Social Research (SAGE, 1995), Reading Ethnographic Research (second edition, Longman, 1997), Taking Sides in Social Research (Routledge, 2000), Educational Research, Policymaking and Practice, (London, Paul Chapman/SAGE, 2002), Questioning Qualitative Inquiry (SAGE, 2008), Methodology Who Needs It? (SAGE, 2011), The Myth of Research-Based Policy and Practice (SAGE, 2013), The Limits of Social Science (SAGE, 2014), and The Concept of Culture (Palgrave Macmillan, 2019). Website: http://martynhammersley.wordpress.com/

The book presents a good starting point for students, particularly undergraduates as it introduces them to a number of concepts which they will encounter during their programme. It is clear, concise and gives students the opportunity to explore key themes and some latest developments in the field of early childhood. As a resource tool, the book may be useful to students who are engaging in the early stages of developing their ideas for a small-scale research project.

• IntroductionPART ONE: DEBATES ABOUT EVIDENCE-BASED PRACTICE1. Teaching as a research-based profession: possibilities and prospects. David Hargreaves2. Educational research and teaching: a response to David Hargreaves′ TTA Lecture. Martyn Hammersley3. In defence of research for evidence-based teaching: a rejoinder to Martyn Hammersley. David Hargreaves4. A reply to Hargreaves. Martyn Hammersley5. Making evidence-based practice educational. John Elliott6. Making Evidence-based practice educational: a rejoinder to John Elliott. Ann Oakley7. Evidence-informed policy and practice: challenges for social science. Ann Oakley 8. Intellectuals or technicians? The urgent role of theory in educational studies. Stephen J Ball9. Beyond reflection: contingency, idiosyncrasy and reflexivity in initial teacher education. Alex MoorePART TWO: THE NATURE OF EDUCATIONAL RESEARCH10. On the kinds of research in educational settings. Michael Bassey 11. The paradigm wars and their aftermath: a "historical" sketch of research on teaching since 1989. Nathaniel Gage12. Action research. Stephen Kemmis13. Increasing the generalisability of qualitative research. Janet W Schofield14. Critical incidents and learning about risks: the case of young people and their health. Martyn Denscombe15. Interrogating the discourse of home-school relations: the case of parents′ evenings. Maggie MacLure with Barbara Walker16. Labouring to learn?: industrial training for slow learners. Paul Atkinson, David Shone and Teresa Rees17. An appraisal of Labouring to learn. Martyn Hammersley18. The obviousness of social and educational research results. Nathaniel Gage

Martyn Hammersley is an emeritus professor of educational and social research at The Open University, UK. He has carried out research in the sociology of education and the sociology of the media. However, much of his work has been concerned with the methodological issues surrounding social enquiry. He has written several books including (with Paul Atkinson) Ethnography: Principles in Practice (fourth edition, Routledge, 2019), The Dilemma of Qualitative Method (Routledge, 1989), The Politics of Social Research (SAGE, 1995), Reading Ethnographic Research (second edition, Longman, 1997), Taking Sides in Social Research (Routledge, 2000), Educational Research, Policymaking and Practice, (London, Paul Chapman/SAGE, 2002), Questioning Qualitative Inquiry (SAGE, 2008), Methodology Who Needs It? (SAGE, 2011), The Myth of Research-Based Policy and Practice (SAGE, 2013), The Limits of Social Science (SAGE, 2014), and The Concept of Culture (Palgrave Macmillan, 2019). Website: http://martynhammersley.wordpress.com/

The book presents a good starting point for students, particularly undergraduates as it introduces them to a number of concepts which they will encounter during their programme. It is clear, concise and gives students the opportunity to explore key themes and some latest developments in the field of early childhood. As a resource tool, the book may be useful to students who are engaging in the early stages of developing their ideas for a small-scale research project.

• IntroductionPART ONE: DEBATES ABOUT EVIDENCE-BASED PRACTICE1. Teaching as a research-based profession: possibilities and prospects. David Hargreaves2. Educational research and teaching: a response to David Hargreaves′ TTA Lecture. Martyn Hammersley3. In defence of research for evidence-based teaching: a rejoinder to Martyn Hammersley. David Hargreaves4. A reply to Hargreaves. Martyn Hammersley5. Making evidence-based practice educational. John Elliott6. Making Evidence-based practice educational: a rejoinder to John Elliott. Ann Oakley7. Evidence-informed policy and practice: challenges for social science. Ann Oakley 8. Intellectuals or technicians? The urgent role of theory in educational studies. Stephen J Ball9. Beyond reflection: contingency, idiosyncrasy and reflexivity in initial teacher education. Alex MoorePART TWO: THE NATURE OF EDUCATIONAL RESEARCH10. On the kinds of research in educational settings. Michael Bassey 11. The paradigm wars and their aftermath: a "historical" sketch of research on teaching since 1989. Nathaniel Gage12. Action research. Stephen Kemmis13. Increasing the generalisability of qualitative research. Janet W Schofield14. Critical incidents and learning about risks: the case of young people and their health. Martyn Denscombe15. Interrogating the discourse of home-school relations: the case of parents′ evenings. Maggie MacLure with Barbara Walker16. Labouring to learn?: industrial training for slow learners. Paul Atkinson, David Shone and Teresa Rees17. An appraisal of Labouring to learn. Martyn Hammersley18. The obviousness of social and educational research results. Nathaniel Gage