A new era of great power competition places a strategic premium on the efficiency with which states can pursue their aims. There is therefore likely to be an expanded scope for partnered operations. Partner force capacity building has a long history, with very mixed results, yet there is little historical memory in the institutions tasked with carrying it out. War by Others’ Means uses archival research, interviews with practitioners, and observation of capacity building to understand why states undertake it, how they should select, train and equip their partners, and how they should manage the generation and withdrawal of trainers.

A new era of great power competition places a strategic premium on the efficiency with which states can pursue their aims. There is therefore likely to be an expanded scope for partnered operations. Partner force capacity building has a long history, with very mixed results, yet there is little historical memory in the institutions tasked with carrying it out. War by Others’ Means uses archival research, interviews with practitioners, and observation of capacity building to understand why states undertake it, how they should select, train and equip their partners, and how they should manage the generation and withdrawal of trainers.

Serious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching IT in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci:

This book argues for the enormous power of IT to enable fundamental research that both refines and develops theory and practice in education. High quality research that advances knowledge and educational practice in this area will generally require longer timelines and more complex data collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoretical work on the subject of IT in education.

Researching IT in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book.

This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students, teachers and policy-makers.

Serious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching IT in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci:

This book argues for the enormous power of IT to enable fundamental research that both refines and develops theory and practice in education. High quality research that advances knowledge and educational practice in this area will generally require longer timelines and more complex data collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoretical work on the subject of IT in education.

Researching IT in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book.

This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students, teachers and policy-makers.

A new era of great power competition places a strategic premium on the efficiency with which states can pursue their aims. There is therefore likely to be an expanded scope for partnered operations. Partner force capacity building has a long history, with very mixed results, yet there is little historical memory in the institutions tasked with carrying it out. War by Others’ Means uses archival research, interviews with practitioners, and observation of capacity building to understand why states undertake it, how they should select, train and equip their partners, and how they should manage the generation and withdrawal of trainers.

A new era of great power competition places a strategic premium on the efficiency with which states can pursue their aims. There is therefore likely to be an expanded scope for partnered operations. Partner force capacity building has a long history, with very mixed results, yet there is little historical memory in the institutions tasked with carrying it out. War by Others’ Means uses archival research, interviews with practitioners, and observation of capacity building to understand why states undertake it, how they should select, train and equip their partners, and how they should manage the generation and withdrawal of trainers.

Serious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching IT in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci:

This book argues for the enormous power of IT to enable fundamental research that both refines and develops theory and practice in education. High quality research that advances knowledge and educational practice in this area will generally require longer timelines and more complex data collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoretical work on the subject of IT in education.

Researching IT in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book.

This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students, teachers and policy-makers.

Serious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching IT in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci:

This book argues for the enormous power of IT to enable fundamental research that both refines and develops theory and practice in education. High quality research that advances knowledge and educational practice in this area will generally require longer timelines and more complex data collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoretical work on the subject of IT in education.

Researching IT in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book.

This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students, teachers and policy-makers.