Martyn Hammersley – författare

There can be little doubt that pupils’ own interpretations of what happens in their schools represent a crucial link in the educational chain. We need to understand how pupils respond to different forms of pedagogy and school organization, and why they respond in the ways they do, in order to increase the effectiveness of our schooling.In the ten years prior to first publication ethnographic studies of pupils in schools had increased in number and importance. They had come to represent a leading area of inquiry which is still of relevance to practising and student teachers today. However, this material was not easily accessible, being widely distributed across educational and sociological journals and books. Originally published in 1984, this book collects together significant contributions to the field in a single volume, and will still be of relevance to practising and trainee teachers, and students of sociology and education.

There can be little doubt that pupils’ own interpretations of what happens in their schools represent a crucial link in the educational chain. We need to understand how pupils respond to different forms of pedagogy and school organization, and why they respond in the ways they do, in order to increase the effectiveness of our schooling.In the ten years prior to first publication ethnographic studies of pupils in schools had increased in number and importance. They had come to represent a leading area of inquiry which is still of relevance to practising and student teachers today. However, this material was not easily accessible, being widely distributed across educational and sociological journals and books. Originally published in 1984, this book collects together significant contributions to the field in a single volume, and will still be of relevance to practising and trainee teachers, and students of sociology and education.

Originally published in 1990, Classroom Ethnography examines the interplay between empirical research and methodological reflection. It explores the nature, the methods, the role, and the limitations of ethnographic research on school classrooms. Beginning with examples of Hammersley’s empirical research, the book then moves on to a number of reflections about the methodology of ethnographic research, covering such matters as the role of theory and the relative contributions of qualitative and quantitative work. Classroom Ethnography will be of use to those with an interest in educational research methodology and, in particular, of ethnographic research on classrooms.

Originally published in 1990, Classroom Ethnography examines the interplay between empirical research and methodological reflection. It explores the nature, the methods, the role, and the limitations of ethnographic research on school classrooms. Beginning with examples of Hammersley’s empirical research, the book then moves on to a number of reflections about the methodology of ethnographic research, covering such matters as the role of theory and the relative contributions of qualitative and quantitative work. Classroom Ethnography will be of use to those with an interest in educational research methodology and, in particular, of ethnographic research on classrooms.

First Published in 1990. Originally published in 1989, The Dilemma of Qualitative Method is a stimulating guide to the discussion of qualitative versus quantitative approaches to social research, originated in nineteenth-century debates about the relationship between the methods of history and natural science. One of the key theorists in this area was Chicago sociologist Herbert Blumer. The book analyses the historical context of the dispute and provides a detailed account and systematic analysis Blumer's methodological writings including his doctoral thesis. The strategies for qualitative research advocated by Blumer within the Chicago tradition are reviewed and assessed.

This stimulating and refreshing study, written by one of the leading commentators in the field, provides novel answers to these crucial questions."What's Wrong With Ethnography provides a fresh look at the rationale for and distinctiveness of ethnographic research in sociology, education and related fields, and succeeds in slaying a number of currently fashionable sacred cows. Relativism, critical theory, the uniqueness of the case study and the distinction between qualitative and quantitative research are all examined and found wanting as a basis for informed ethnography. The policy and political implications of ethnography are a particular focus of attention. The author compels the reader to reexamine some basic methodological assumptions in an exciting way", Martin Bulmer, London School of Economics.

A serious but highly accessible look at recent work on the issues of gender and race. Gender and Ethnicity in Schools raises crucial educational and political issues, paying particular attention to the pupils' experience of school.

In the past it was generally taken for granted that the goal of social research was the production of objective knowledge; and that this required a commitment to value neutrality. In more recent times, however, both these ideals have come to be challenged, and it is often argued that all research is inevitably political in its assumptions and effects.In this major contribution to the debate, Martyn Hammersley assesses the arguments from the classic and still influential contributions of C. Wright Mills, Howard Becker and Alvin Gouldner to the present day. He concludes that the case for partisanship is not convincing, and that an intelligent and sceptical commitment to the principles of objectivity and value neutrality must remain an essential feature of research.

In the past it was generally taken for granted that the goal of social research was the production of objective knowledge; and that this required a commitment to value neutrality. In more recent times, however, both these ideals have come to be challenged, and it is often argued that all research is inevitably political in its assumptions and effects.In this major contribution to the debate, Martyn Hammersley assesses the arguments from the classic and still influential contributions of C. Wright Mills, Howard Becker and Alvin Gouldner to the present day. He concludes that the case for partisanship is not convincing, and that an intelligent and sceptical commitment to the principles of objectivity and value neutrality must remain an essential feature of research.

In recent years, the importance of disseminating the findings of social research has been given increased emphasis. The most effective way in which this can be done is via the mass media. However, there are frequent complaints that media coverage of social and educational research is very limited and often distorted. Through a detailed analysis of a particular case about ethnic inequalities in educational achievement, this book examines some of the processes involved in the reporting of research findings, and their implications for judgements about media distortion and bias. This volume is relevant to many fields, including education, media studies, cultural studies, sociology and social policy.

In recent years, the importance of disseminating the findings of social research has been given increased emphasis. The most effective way in which this can be done is via the mass media. However, there are frequent complaints that media coverage of social and educational research is very limited and often distorted. Through a detailed analysis of a particular case about ethnic inequalities in educational achievement, this book examines some of the processes involved in the reporting of research findings, and their implications for judgements about media distortion and bias. This volume is relevant to many fields, including education, media studies, cultural studies, sociology and social policy.

When first published this book was one of the first collections of empirical research in the area of the knowledge transmitted in schools and the responses of students to it. It includes studies of the histories of particular school subjects and of how the knowledge they embody is presented in the classroom. Attention is also given to the effects of gender stereotypes among teachers and pupils, both on pupils’ selection of courses to study and on their reactions to particular subjects in the classroom. The other major topic in this collection is the way external examinations shape the nature of the school curriculum and how it is taught. There are studies of how pupils and teachers adapt to the exam system, and of how that system and its role in the accountability of schools, have changed in recent years. The articles collected here throw into relief important aspects of what is taught in schools, and they do this on the basis of a solid foundation of empirical research.

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the ‘new sociology of education’ in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the ‘new sociology of education’ in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.

The issue of educational opportunity has long been of public concern and a major focus for eduational research. As a result, there is now a substantial body of research findings in this field, both quantitative and qualitative.; This work relates to various levels of the educational system and to different categories of student, but particularly social class, gender, ethnicity and race. The central trend has been to find persisting inequalities despite reform at system, institutional and classroom levels. Furthermore, the educational system is frequently portrayed as playing a key role in reproducing wider social and economic inequalities.; This book examines the status of educational inequality as a social problem, explores the conceptual issues surrounding it, assesses a representative sample of recent research, and seeks to clarify the relevant methodological ground rules, thereby laying the basis for future research in the field.

The issue of educational opportunity has long been of public concern and a major focus for eduational research. As a result, there is now a substantial body of research findings in this field, both quantitative and qualitative.; This work relates to various levels of the educational system and to different categories of student, but particularly social class, gender, ethnicity and race. The central trend has been to find persisting inequalities despite reform at system, institutional and classroom levels. Furthermore, the educational system is frequently portrayed as playing a key role in reproducing wider social and economic inequalities.; This book examines the status of educational inequality as a social problem, explores the conceptual issues surrounding it, assesses a representative sample of recent research, and seeks to clarify the relevant methodological ground rules, thereby laying the basis for future research in the field.

There is a tendency in much educational thinking to view pupils in passive terms, as the material on which schools operate. This damaging view is challenged here. Significant recent research shows the effects of changing educational conditions on the experience of teaching and learning in schools. By redressing the balance and acknowledging the affective side of pupils and their learning, this book shows that improved understanding leads to improved teaching. Contributions from Stephen Ball, Martyn Descombe, Ann Filer, Andy Hargreaves, Bob Jeffrey, Geoff Troman, Andrew Pollard and Peter Woods.

There is a tendency in much educational thinking to view pupils in passive terms, as the material on which schools operate. This damaging view is challenged here. Significant recent research shows the effects of changing educational conditions on the experience of teaching and learning in schools. By redressing the balance and acknowledging the affective side of pupils and their learning, this book shows that improved understanding leads to improved teaching. Contributions from Stephen Ball, Martyn Descombe, Ann Filer, Andy Hargreaves, Bob Jeffrey, Geoff Troman, Andrew Pollard and Peter Woods.

This is the most comprehensive guide to the current uses and importance of case study methods in social research. The editors bring together key contributions from the field which reflect different interpretations of the purpose and capacity of case study research. The address issues such as: the problem of generalizing from study of a small number of cases; and the role of case study in developing and testing theories. The editors offer in-depth assessments of the main arguments. An annotated bibliography of the literature dealing with case study research makes this an exhaustive and indispensable guide.

This is the most comprehensive guide to the current uses and importance of case study methods in social research. The editors bring together key contributions from the field which reflect different interpretations of the purpose and capacity of case study research. The address issues such as: the problem of generalizing from study of a small number of cases; and the role of case study in developing and testing theories. The editors offer in-depth assessments of the main arguments. An annotated bibliography of the literature dealing with case study research makes this an exhaustive and indispensable guide.

`This valuable book addresses an important current issues for education research in developed countries - the relationship between research on the one hand and policy-making and education practice on the other' - Stephen Gorard, Cardiff University, British Journal of Education Studies

`Martyn Hammersley has produced a remarkably complete analysis of the strengths and weaknesses of educational research. I believe the analysis to be fair to all parties' - Lewis Elton, British Journal of Educational Technology

Educational research and its relationship with policy making and practice has been a perennial concern. This book deals with some basic and controversial questions about that issue, including:

- Can there be harmony in the relationship between researchers and educational policymakers or practitioners?

- Do increases in knowledge always lead to practical improvement, and never to undesirable consequences?

- Would educational research flourish if it were subjected to more central, and external, control?

- What is the role of research reviews in making the results of research publicly available?

Educational Research maps the demands now being made on educational research against the background complexities of the relationship between research and practice.

This book is for students on methodology courses, taught courses and research degrees in education, social science disciplines, social policy and health studies both at masters and doctoral level.

`This valuable book addresses an important current issues for education research in developed countries - the relationship between research on the one hand and policy-making and education practice on the other' - Stephen Gorard, Cardiff University, British Journal of Education Studies

`Martyn Hammersley has produced a remarkably complete analysis of the strengths and weaknesses of educational research. I believe the analysis to be fair to all parties' - Lewis Elton, British Journal of Educational Technology

Educational research and its relationship with policy making and practice has been a perennial concern. This book deals with some basic and controversial questions about that issue, including:

- Can there be harmony in the relationship between researchers and educational policymakers or practitioners?

- Do increases in knowledge always lead to practical improvement, and never to undesirable consequences?

- Would educational research flourish if it were subjected to more central, and external, control?

- What is the role of research reviews in making the results of research publicly available?

Educational Research maps the demands now being made on educational research against the background complexities of the relationship between research and practice.

This book is for students on methodology courses, taught courses and research degrees in education, social science disciplines, social policy and health studies both at masters and doctoral level.

Is social research political? Should it be political? What are the implications of the politicization of social research?

Recent years have seen a growing range of challenges to the idea that research should be governed by the principle of value neutrality. Critical, feminist, antiracist and postmodernist analyses have argued that social research is intrinsically political. In this stimulating and often controversial book, Martyn Hammersley weighs the arguments offered in support of these positions. He considers the fundamental issues that the debate raises about the nature of social research, its political dimensions and its contemporary relevance. At the same time he provides a robust defence of value neutrality as a constitutive principle of social research, and makes a reassessment of the role of research in modern societies.

Praise for The Politics of Social Research

`For anyone interested in the nature of social research, who has enough grasp of the issues to access the text, this book is a must' - British Journal of Educational Psychology

`All in all Hammersley has produced a text which provides us with much to think about. As I have said, certain chapters will, no doubt, attract considerable debate. Almost all of the chapters could stand alone but the broad political theme used to bring chapters and topics together works well almost always' - Local Government Studies

`Not only is Hammersley a leading exponent of sociological research, he is also a key writer and thinker on the problems of undertaking research. This collection, some of which has been published elsewhere and some not, therefore is a welcome addition to the literature on social research... interesting and well-argued' - Disability and Society

Is social research political? Should it be political? What are the implications of the politicization of social research?

Recent years have seen a growing range of challenges to the idea that research should be governed by the principle of value neutrality. Critical, feminist, antiracist and postmodernist analyses have argued that social research is intrinsically political. In this stimulating and often controversial book, Martyn Hammersley weighs the arguments offered in support of these positions. He considers the fundamental issues that the debate raises about the nature of social research, its political dimensions and its contemporary relevance. At the same time he provides a robust defence of value neutrality as a constitutive principle of social research, and makes a reassessment of the role of research in modern societies.

Praise for The Politics of Social Research

`For anyone interested in the nature of social research, who has enough grasp of the issues to access the text, this book is a must' - British Journal of Educational Psychology

`All in all Hammersley has produced a text which provides us with much to think about. As I have said, certain chapters will, no doubt, attract considerable debate. Almost all of the chapters could stand alone but the broad political theme used to bring chapters and topics together works well almost always' - Local Government Studies

`Not only is Hammersley a leading exponent of sociological research, he is also a key writer and thinker on the problems of undertaking research. This collection, some of which has been published elsewhere and some not, therefore is a welcome addition to the literature on social research... interesting and well-argued' - Disability and Society

This critical introduction to the principles of social and educational research draws together a key set of readings which offers a comprehensive approach to the wide range of values and practice in social research. Issues explored include: the relationship between quantitative and qualitative methods; positivism and the role of the natural sciences as a model for social research; the purposes of research - knowledge or the transformation of the social world; issues of race, gender and power in social research; the politics and ethics of data collection; and the validity and relevance of social research.

Social Research is a set book for The Open University course DEH313 Principles of Social and Educational Research.

All social researchers need to think about ethical issues. Their salience has recently been increased by the pressures of ethical regulation, particularly in the case of qualitative research. But what are ethical issues? And how should they be approached? These are not matters about which there is agreement. Ethics in Qualitative Research explores conflicting philosophical assumptions, the diverse social contexts in which ethical problems arise, and the complexities of handling them in practice.

The authors argue that the starting point for any discussion of research ethics must be the values intrinsic to research, above all the commitment to knowledge-production. However, the pursuit of inquiry is rightly constrained by external values, and the book focuses on three of these: minimising harm, respecting autonomy, and protecting privacy. These external values are shown to be far from unequivocal in character, often in conflict with one another (or with the commitments of research), and always subject to situational interpretation and practical judgment. Nevertheless, it is contended that in the present challenging times it is essential that qualitative researchers uphold research values.

Martyn Hammersley is Professor of Educational and Social Research at The Open University.

Anna Traianou is Senior Lecturer in the Department of Educational Studies, Goldsmiths, University of London.

Martyn Hammersley's provocative new text interrogates the complex relationship between research, policymaking and practice, against the background of the evidence-based practice movement. Addressing a series of probing questions, this book reflects on the challenge posed by the idea that social research can directly serve policymaking and practice.

Key questions explored include:

- Is scientific research evidence-based?

- What counts as evidence for evidence-based practice?

- Is social measurement possible, and is it necessary?

- What are the criteria by which qualitative research should be judged?

The book also discusses the case for action research, the nature of systematic reviews, proposals for interpretive reviews, and the process of qualitative synthesis.

Highly readable and undeniably relevant, this book is a valuable resource for both academics and professionals involved with research.

Methodological Concepts: A Critical Guide clarifies many key terms and issues in social research methodology. It outlines the conventional meanings of these terms, but also addresses their contentious character. The aim is to offer interpretations of them that provide a coherent conception of the nature of social science. This book is premised on the idea that more clarity about the meaning of major methodological concepts is essential, and that the disagreements which pervade the field must be addressed. Numerous key terms are discussed across 13 chapters, including ‘methodology’, ‘method’, ‘inquiry’, ‘research’, ‘science’, ‘truth’, ‘fact’, ‘rigour’, ‘bias’, ‘objectivity’, ‘data’, ‘evidence’, ‘induction’, ‘deduction’, ‘abduction’, ‘understanding’, ‘explanation’, ‘reflexivity’, ‘triangulation’, ‘theory’, and ‘researcher integrity’. These concepts have been implicated in fundamental divisions among social scientists, exemplified by the ‘paradigm wars’ of the past few decades. The chapters of this book provide an overview of the various meanings given to these terms, whilst also offering distinctive interpretations designed to provide a sound basis for social research.Methodological Concepts: A Critical Guide will be of great use to any student or researcher working in the social sciences.

Methodological Concepts: A Critical Guide clarifies many key terms and issues in social research methodology. It outlines the conventional meanings of these terms, but also addresses their contentious character. The aim is to offer interpretations of them that provide a coherent conception of the nature of social science. This book is premised on the idea that more clarity about the meaning of major methodological concepts is essential, and that the disagreements which pervade the field must be addressed. Numerous key terms are discussed across 13 chapters, including ‘methodology’, ‘method’, ‘inquiry’, ‘research’, ‘science’, ‘truth’, ‘fact’, ‘rigour’, ‘bias’, ‘objectivity’, ‘data’, ‘evidence’, ‘induction’, ‘deduction’, ‘abduction’, ‘understanding’, ‘explanation’, ‘reflexivity’, ‘triangulation’, ‘theory’, and ‘researcher integrity’. These concepts have been implicated in fundamental divisions among social scientists, exemplified by the ‘paradigm wars’ of the past few decades. The chapters of this book provide an overview of the various meanings given to these terms, whilst also offering distinctive interpretations designed to provide a sound basis for social research.Methodological Concepts: A Critical Guide will be of great use to any student or researcher working in the social sciences.