Carl Bagley – författare

A state-of-the-art reference on educational ethnography edited by leading journal editors

This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice.

Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. 

The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.

A state-of-the-art reference on educational ethnography edited by leading journal editors

This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice.

Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. 

The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.

This book offers a unique record of the realities of parental choice and competitive pressures on schools. On the basis of research involving thousands of parents and eleven secondary schools monitored over several years, it sets out: * empirical findings on parents'' preferences and experience of choice, how schools respond to competitive pressures, and local dynamics of quasi-markets * theoretical implications for understanding quasi-markets in education and the public interest * implications for educational policy, if schools are to be more responsive and inequalities lessened The book provides insights into whether pressures for choice and diversity are in the greater public interest, or if they benefit only the few, and suggests a notion of the public-market as a model for analysing public services.

This book offers a unique record of the realities of parental choice and competitive pressures on schools. On the basis of research involving thousands of parents and eleven secondary schools monitored over several years, it sets out: * empirical findings on parents'' preferences and experience of choice, how schools respond to competitive pressures, and local dynamics of quasi-markets * theoretical implications for understanding quasi-markets in education and the public interest * implications for educational policy, if schools are to be more responsive and inequalities lessened The book provides insights into whether pressures for choice and diversity are in the greater public interest, or if they benefit only the few, and suggests a notion of the public-market as a model for analysing public services.