The BERA/SAGE Handbook of Educational Research

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators  (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching  (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).Emma Smith is Reader in Education at the University of Birmingham

The British Educational Research Association (BERA) has worked with SAGE to develop a high quality research methods handbook for students studying education and related areas. The book is published in two volumes and over 1,000 pages, so a substantial resource by any scale. The contributions are listed thematically in six parts, progressing from a background to research enquiry, through planning research, approaches or design, acquiring data, analysis and lastly reporting, disseminating and evaluation. Over 50 authors are included, many highly eminent in their fields. This handbook makes a valuable and authoritative contribution to the research endeavour for all those working or studying in the field of education.

• Introduction - EditorsPART 01: UNDERSTANDING RESEARCH01 Reasons for Education Research - Ian Menter02 The role of theory in research - Mary Lou Rasmussen03 The Ethics of Research - Hannah Farrimond04 Shared principles of causal inference in qualitative and quantitative research - Sean Kelly05 The Validity and Reliability of Research: A Realist Perspective - Joseph A. MaxwellPART 02: PLANNING RESEARCH06 Approaches to Reviewing Research in Education - Jill Denner, Erica Marsh & Shannon Campe 07 Purposes for Educational Research - Peter Tymms08 Research Questions in Education Research: their neglect, role and development - Patrick White09 An introduction to the importance of research design - Stephen Gorard10 A positivist orientation: hypothesis testing and the ′scientific method′ - Roger Gomm11 Interpretivism as a Theory of Knowledge - David Scott12 Unpacking Pragmatism for Mixed Methods Research: The Philosophies of Peirce, James, Dewey, and Rorty - R. Burke Johnson, Anthony J. Onwuegbuzie, Cornelis de Waal, Tres Stefurak & David Hildebrand13 Sampling Decisions in Educational Research: Criteria, Designs, Challenges - Kathleen CollinsPART 03: APPROACHES TO RESEARCH14 Historical Research - Gary McCulloch15 Using International Comparative Studies in Achievement in Educational Research - Larry E. Suter16 Ethnography - Sara Delamont17 Grounded Theory - Robert Thornberg18 Case Study Research - Malcolm Tight19 Surveys: longitudinal, cross-sectional and trend studies - Alice Sullivan & Lisa Calderwood20 True Experimental designs - Carole J. Torgerson & David J. Torgerson21 Lighting a Spark, Seeing the Light: Educational Action Research as Transformative Practice - Mary Brydon-Miller, Maricar Prudente & Socorro Aguja22 Systematic review and Meta-Analysis - Sandy Oliver & Janice Tripney23 Mixed Methods Approaches and their Application in Educational Research - Pamela Sammons & Susila Davis24 Using Secondary Data Analysis for Educational Research - Pamela E. Davis-Kean & Justin Jager25 Researching in digital environments - Rebecca EynonPART 04: ACQUIRING DATA26 Access, Sites and Settings - Jerry West27 Observation and recording classroom processes - Frank Hardman & Jan Hardman28 Personal experience methods in practitioner research - Amanda Berry & Monica Taylor29 Multimodality, Meaning and Data Analysis - Mark Nelson30 Research Interviews - Amir Marvasti & Carrie Freie31 Surveys and Questionnaires - Stacey Bielick32 Measurement - Stephen G. Sireci & Joshua MarlandPART 05: ANALYSING DATA33 Cataloguing and organizing data - Susan Jekielek34 The Role of Theory in Quantitative Data Analysis - Terri D. Pigott35 Descriptive statistics - Jeffrey T. Steedle36 Inferential statistics - Paul E. Jose & Agnes Szabo37 How should numeric data be analysed? - Stephen Gorard38 Coding and Analyzing Qualitative Data - Barbara B. Kawulich39 Conversation Analysis - Myrte Gosen & Tom Koole40 Discourse analysis/Critical discourse analysis - Christoph A. Hafner41 Content Analysis - James B. Schreiber & Lyndsie N. Ferrara42 Confirmatory Factor Analysis - Betsy McCoach & Sarah D. Newton 43 Logistic Regression - Chao-Ying Joanne Peng44 Multilevel modelling for educational data - Harvey Goldstein45 Big Data and Educational Research - Roser Beneito-MontagutPART 06: REPORTING, DISSEMINATING & EVALUATING RESEARCH46 Generalizability - Guillermo Solano-Flores47 Writing about research - Pat Thomson48 Communicating Research Findings - Mark Rickinson49 Social media and academic publishing - Inger Mewburn & Pat Thomson50 Evaluation of and Accountability for Individual and Institutional Research on Education - Larry E. Suter51 Using Research Findings - Chris Brown