books on research on education

8th Edition

Research Methods in Education

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This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.

Table of Contents

Louis Cohen is Emeritus Professor of Education at Loughborough University, UK. Lawrence Manion was Principal Lecturer in Music at Manchester Metropolitan University, UK. Keith Morrison is Professor and Advisor for Institutional Development at Macau University of Science and Technology, China.

Critics' Reviews

"Very much still the key text for ‘all’ education students and researchers. Cohen et al continue to update Research Methods in Education , with new theoretical, ethical, virtual and mixed methods information. It’s worth noting the impressive web page and links to materials for all chapters which is still the benchmark when looking at the competition for books in this area of social and education research." Dr. Richard Race, Senior Lecturer in Education, Roehampton University, UK 　 "A clear enhancement on the already well established text. The new edition addresses an important need to explain research design and question setting in more detail, helping guide the newcomer through the research process from inception through analysis to reporting." David Lundie, Associate Professor of Education, University of St Mark & St John, UK 　 " Research Methods in Education is a unique book for everybody who has to undertake educational research projects. The book gives an in depth understanding of quantitative and qualitative research designs and offers a practical guide for data collection and data analysis. It is an essential 'friend’ for teacher students from various disciplines who are not familiar with social science research." Dr Ellen P.W.A. Jansen, Associate Professor Teacher Education, University of Groningen, The Netherlands 　 " Research Methods in Education continues to offer an excellent route map, a well-structured and inspiring travel guide, for students　engaging in research. 　It works across levels, and while it provides clarity for the beginning researcher there is plenty here to aid the seasoned researcher with an open mind to new approaches and emerging practices.　 A superb text that provides guidance for my own research as well as for students and partners in research projects." Peter Shukie, Lecturer in Education Studies and Academic Lead in Digital Innovation, University Centre at Blackburn College, UK 　 "Research Methods in Education is, besides being my personal favorite research methods book, a deep as well as a broad handbook useful both for undergraduate teacher education students as well as researchers and PhD students within educational sciences. In this new edition, new chapters are added emphasising both quantitative and qualitative methods in combination with thought-through discussions about how to mix them. The book can be used when planning a project and then throughout the whole research process and is therefore a complete methods book." Karolina Broman, senior lecturer in chemistry education, Umeå university, Sweden   "Comprehensive, well written and relevant: the 8 th edition of Research Methods in Education offers the background for methods courses at different levels. The new edition keeps the strong focus on education studies. Excellent extensions will make the book an even more popular basis for classes on both qualitative and quantitative methods." Felix Weiss, Assistant Professor for Sociology of Education, Aarhus University, Denmark   "Research Methods in Education, 8th Edition is an up-to-date, one-stop shop, taking education research students from conceptualization to presentation. With this book on your library shelf, you are good to go." Dr Fiona McGarry, Lecturer in Research Methods, University of Dundee, UK 　 "The 8th edition of Research Methods in Education contains a wealth of up-to-the-minute information and guidance on educational research which will be of immense value to researchers at all stages of their careers and across the education domain from early years settings to higher education. As research and education move into increasingly fluid and complex dimensions, Research Methods in Education will support students, researchers and practitioners in charting a course through these changing waters as they seek to create new knowledge about effective teaching and deepen our understanding of how learners learn." Julia Flutter, A Director of the Cambridge Primary Review Trust, Faculty of Education, University of Cambridge, UK   "As a doctoral supervisor I know that my students routinely　return to Research Methods in Education as they develop their own research projects. This text has always been a mainstay on our reading lists but this new edition now features additional research topics and new perspectives on a wider range of research methods. As with previous editions this book is clearly organised and well written and appeals to a wide audience of experienced and novice researchers alike." Dr Val Poultney, Associate Professor, University of Derby, UK

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Qualitative Research in Education

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The fourth edition of this reader-friendly book offers an accessible introduction to conducting qualitative research in education. The text begins with an introduction to the history, context, and traditions of qualitative research, and then walks readers step-by-step through the research process. Lichtman outlines research planning and design, as well as the methodologies, techniques, and strategies to help researchers make the best use of their qualitative investigation. Throughout, chapters touch on important issues that impact this research process such as ethics and subjectivity and making use of technology.

The fourth edition has been thoroughly revised and updated featuring new examples, an increased focus on virtual and digital data collection, and the latest approaches to qualitative research.

Written in a practical, conversational style and full of real-world scenarios drawn from across education, this book is a practical compendium on qualitative research in education ideal for graduate and advanced undergraduate research methods courses and early career researchers alike.

Hear  Marilyn discuss what inspired her to write this fourth edition and what readers can expect. In this podcast episode of The Qualitative Report, she discusses the various types of qualitative research and what defines quality and rigor as well as current issues in education and how qualitative research methods can be used to address them. Finally, she shares her thoughts about technology and the future of qualitative research.

TABLE OF CONTENTS

Chapter | 10  pages, introduction, part i | 112  pages, traditions, theory, and practice, chapter 12chapter 1 | 26  pages, overview of the field, chapter chapter 2 | 25  pages, learning how to be a qualitative researcher, chapter chapter 3 | 28  pages, ethical issues in qualitative research, chapter chapter 4 | 16  pages, reflexivity and subjectivity, chapter chapter 5 | 15  pages, philosophy, theory, theories, and frameworks, part ii | 120  pages, planning your research, chapter 124chapter 6 | 16  pages, identifying research areas, topics, and main question, chapter chapter 7 | 18  pages, role and function of a review of research, chapter chapter 8 | 16  pages, using social media, technology, and the internet, chapter chapter 9 | 38  pages, designing your research: part 1, chapter chapter 10 | 30  pages, designing your research: part 2, part iii | 112  pages, collecting, organizing, and communicating, chapter 244chapter 11 | 23  pages, judging and evaluating, chapter chapter 12 | 31  pages, gathering data (interviews, observations, documents, other), chapter chapter 13 | 24  pages, making meaning from your data, chapter chapter 14 | 23  pages, communicating and connecting, chapter chapter 15 | 9  pages, thinking about the future.

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• ISBN-10 9332574510
• ISBN-13 978-9332574519
• Edition Tenth
• Publisher Pearson Education
• Publication date 30 September 2016
• Language English
• Dimensions 20.3 x 25.4 x 4.7 cm
• Print length 375 pages
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• Publisher ‏ : ‎ Pearson Education; Tenth edition (30 September 2016); Pearson India
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 375 pages
• ISBN-10 ‏ : ‎ 9332574510
• ISBN-13 ‏ : ‎ 978-9332574519
• Item Weight ‏ : ‎ 365 g
• Dimensions ‏ : ‎ 20.3 x 25.4 x 4.7 cm
• Country of Origin ‏ : ‎ India
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• Aug 23 2024

UK student turns summer research project into poetry book

Just because classes are out for the summer at the University of Kentucky, does not mean students have put a pause on their educational pursuits. This summer, while many were enjoying a well-deserved break, UK junior Beaux Hardin was hard at work, deeply immersed in research that could have a lasting impact on their field of study. 

As a dedicated  English  and  French  double major in the  UK College of Arts and Sciences ,  Lewis Honors College  student, and  Chellgren Fellow , Hardin has always been passionate about pushing the boundaries of knowledge, and this summer was no exception. 

Last semester, Hardin was awarded the College of Arts and Sciences’ Summer Undergraduate Research Award. Through this award, and support from mentor Jeorg Sauer, Ph.D., Hardin explored how Black poets in America and North Africa use colonized language to express culture to uplift themselves. Then, Hardin applied what they learned through the publishing of a chapbook — a short book of poetry — written in both English and French. 

Hardin’s summer project is a testament to both their unwavering commitment to their education and the rich opportunities available at UK for students eager to explore, innovate and make a difference.

Read more about Hardin’s summer research experience in the Q&A below, including where their passion stems from and how their research is enriching their academic journey. 

UKNOW: What first brought you to UK?

Hardin:  Originally, I’m from Lexington, but about two years ago my family moved to the south of Cleveland. I chose to come to UK because I had heard the French and English programs, and specifically the creative writing program, were phenomenal (and they are). 

UKNOW: How did you get involved with the Chellgren Center – more specifically as a Chellgren student fellow? 

Hardin:  During my freshman year, my Lewis Honors College counselor talked to me about undergrad research opportunities. That led to talk about programs and fellowships on campus, which led to undergrad research with faculty mentors, and I became invested. 

I’m also involved with  Residence Life  as a new resident advisor, Sigma Tau Delta (English Honor Society), Graphite: Creative Writing Club, the  Gaines Center  as a new fellow, and I’m also involved with  Special Collections Research Center  and their Learning Lab. 

UKNOW: Where does your interest in research and this particular field stem from?

Hardin:  I suppose my interest in global education (writing and accessibility) stems from my own love of learning and wanting every kid to be able to have the opportunity to grow up with access to books and school, so they can love learning, too. Education should not be a privilege; it should be available to everyone, and my research goes into various areas of trying to help this situation. 

UKNOW: How did you learn about the College of Arts and Sciences Summer Undergraduate Research Award?   Tell us more about the research you conducted through winning the award this summer.

Hardin:  I learned about this award from the  Office of Undergraduate Research  and the  Office of Nationally Competitive Awards , both of which became more accessible to me through the Chellgren Center. And when I found out I had won the award I was just so shocked and excited, I wanted to start my project right away. 

The objective of my research was to explore how poets of the American Black Arts movement and from La Negritude movement in North Africa use their colonized language to express their culture and identity; to uplift themselves as a part of international “Black Pride” and then to exercise what I learned. I’ve applied what I’ve found through an implementation of 10 poems in both English and French. A variety of Black French poets and their writing from the La Negritude movement were looked at, specifically slang and nontraditional French. In reference to what the context of La Negritude brings to race literature, C.L.R. James, a scholar on La Negritude, wrote that “Negritude is what one race brings to the common rendezvous where all will strive for the new world of the poet’s vision.” And conversely, Black poets from the American Black Arts movement and their literature were looked at, specifically their African American vernacular English. From there, I’ve compared what I’ve found and seen what is similar between the two – what connects a people across an ocean. 

UKNOW: What inspired you to turn this research into a chapbook?

Hardin:  Part of it was due to accessibility, creativity and wanting to “practice what was preached.” Anybody can write a paper but that doesn’t mean those outside of academics would be able to read and understand it. Through creating poetry, I could make a statement through art that everyone could understand and read.

As a Black queer individual, the pieces were written on the topic of Black pride, celebration and experience. This project culminates in a total of 20 poetry pieces in French and English – neither piece will be translated into the other, therefore the inherent meaning of the poems will change when read in both colonized languages. Some poems are in English and in French with the sentiment of what is said clear in both languages; there is no need to translate any writing into the other language. Some poems have an asterisk that denotes extra information that can be found at the bottom of the page; others do not and leave the mystery of what is said up to the reader.

[Another point] of publishing this chapbook is to have money generated from Black voices go back to the Black community;  all proceeds  will go to North African organizations  that support and advocate for education like the “Morocco Foundation,” and an American organization that funds, supports and advocates for Black education, like NABSE (National Alliance of Black School Educators). 

UKNOW: What advice would you give a student wanting to get involved in research but not sure where to start?

Hardin:  Ask your professors – generally they are the ones who will be working with you on research. You can also go to the Office of Undergraduate Research and the Office of Nationally Competitive Awards just to inquire about opportunities! 

UKNOW: What is next for you? Any exciting future plans?

Hardin:  I’m very excited to start the Gaines fellowship and my research internship at the Special Collections’ Learning Lab this fall! 

Words: Ryan Girves (Public Relations and Strategic Communications) Photo provided by Beaux Hardin

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Engineering education in Odia: Huge downloads show signs of growing interest

BHUBANESWAR: Starting engineering education in Odia language in the state may take time but students’ interest seems to be peaking at the right time.

Official sources say teaching and learning is unlikely to start till all books for the four-year BTech degree, approved by the All India Council for Technical Education (AICTE) are translated into Odia language.

At present, translation of the first year books from English to Odia is complete and work for the second year is underway.

The AICTE, in alignment with National Education Policy-2020, had included Odia in the list of 11 regional languages in which engineering can be taught. Subsequently, an MoU was signed between AICTE and Bhubaneswar-based Institute of Odia Studies & Research (IOSR) for translation of engineering degree and diploma books in Odia and printing of technical glossary in the language.

BPUT sources said before engineering teaching in Odia begins, the entire translation process has to be completed and this might take another two years. “We realised this after we found that in other states where engineering education in regional languages was started, students had to shift back to English medium after first year because the translated books of second year were not ready. Since translation is a time consuming process, we do not want to rush into beginning engineering education in Odia,” said an official.

Member secretary of IOSR Subrat Prusty said work on translation of 88 second year books is already underway. “Priority has been given to four to five subject books keeping in view the failure percentage in these subjects and textbooks associated with electives that are quite popular among students,” he said.

AICTE is using AI-based tools for translation into vernacular languages. “As a result, over 30 per cent of the translated text is made available in read-to-use form in Odia. The balance 70 per cent requires manual intervention which we are doing,” he said.

All the translated engineering books have been uploaded on the e-Kumbh website of AICTE from where students can download them. Till date, 20 translated BTech and diploma books of first year have been downloaded more than 20,000 times. “This is a pointer to the fact that students are interested in reading engineering subjects in Odia,” said Prusty.

The translated books span across courses of civil engineering, computer science, electrical engineering, electronics and communication and mechanical engineering.

The issue was also taken up at a recent meeting of the Technical Education department, BPUT, IOSR and other technical universities in the state. Vice-chancellor of BPUT Amiya Kumar Rath said all steps are being taken to facilitate degree education in engineering through Odia.

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From L to R: Albert Kim (Co-PI), Yasin Yilmaz (Co-PI), Ashok Kumar (PI), Srinivas Katkoori (Co-PI) and Norma Alcantar (Co-PI) in Cleanroom Facilities at USF Nanotechnology Research and Education Center (NREC)

USF receives $3 million for interdisciplinary NSF research traineeship award to advance semiconductor research and education

• August 26, 2024

The NSF Research Traineeship Program (NRT) awarded a five-year, $3 million funding grant to the University of South Florida (USF) for the development and implementation of a comprehensive and experiential learning-based education, research, training and skills development program in semiconductor design, manufacturing and packaging for graduate students. The NRT is a prestigious, national program that supports annual cohorts of trainees in developing the skills, knowledge and competencies needed to pursue a range of STEM careers. The program is dedicated to effective training of STEM graduate students in high- priority interdisciplinary or convergent research areas through comprehensive traineeship models that are innovative, evidence-based and aligned with changing workforce and research needs.

Principal Investigator, Professor Ashok Kumar (Mechanical Engineering), along with Co-Principal Investigators, Professor Srinivas Katkoori (Computer Science & Engineering), Associate Professor Albert Kim (Medical Engineering), Associate Professor Yasin Yilmaz (Electrical Engineering), and Professor Norma Alcantar (Chemical, Biological and Materials Engineering) were awarded the grant for a project entitled “NRT: Science, Technology, Engineering, Program for Upward Partnership (STEP-UP) for Advancing Microelectronics Education and Training.” This grant will provide approximately 23 graduate (15 doctoral and 8 master) student fellowships to advance research in the much-needed field of semiconductor technologies.

“Much-publicized semiconductor chips shortage has impacted several critical industries. A skilled and diverse pipeline of workers is critical to building a sustainable domestic semiconductor industry and to achieving the CHIPS Act economic and national security goals. This NRT grant will provide to better prepare master’s and doctoral students for the interdisciplinary talents required in semiconductor chip development,” said Ashok Kumar, the principal investigator of the NSF NRT project.

“USF’s STEP-UP NRT program is a unique cutting-edge training program that not only trains a graduate student in interdisciplinary technical skills and novel convergent approaches but also emphasizes on all-round trainee development in terms of communication, teamwork, project management, ethics and leadership to create tomorrow’s world leaders in the semiconductor field.” said Srinivas Katkoori, Co-investigator of the NRT project. 

“Semiconductor industries are very reluctant to hire students without having any hands-on experience in semiconductor standard clean room facilities,” said Senior Personnel Robert Tufts and Rich Everly from the Nanotechnology Research and Education Center (NREC). They will be involved in providing the basic semiconductor fundamentals, processing, and design concept in fabrication of functional semiconductor devices in class 1000 clean room facilities at NREC.

Senior personnel Steve Kozlowski (Psychology Department), Grandon Gill (Muma College of Business), Sudeep Sarkar (Computer Science & Engineering Department) and Joanna Burchfield (College of Engineering) will be involved in comprehensive education and training activities for NRT Fellows in leadership, communication, teamwork, ethics, entrepreneurship skills, etc. 

“This NSF-funded NRT program will be a model for a future interdisciplinary graduate program at USF and it brings significant benefit to our institution. It forges a convergent and innovative program to train graduates in Semiconductor Technology,” said Ruth Bahr, Dean of Graduate Studies, USF (Tampa Campus).

“USF’s ability to provide advanced semiconductor training to graduate students in a teaching clean room will strengthen the U.S. technical workforce. USF will increase capacity-building of skilled graduate scholars through strategic public-private collaborations and partnerships with government agencies, national laboratories, and academia.” said Sylvia Thomas, USF Vice President of Research and Innovation.

“The NSF Research Traineeship Award will significantly impact the quality of graduate education at USF and will bring a wide range of benefits to the research scholars we serve,” said Prasant Mohapatra, Provost and Executive Vice President. “At USF, we believe highly integrative graduate research training equips students with the skills and knowledge to tackle complex, real-world challenges. These programs foster critical thinking, innovation, and interdisciplinary collaboration, which are vital for addressing the pressing issues of our time

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UB researcher co-edits book inspiring climate change solutions through stories

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By BERT GAMBINI

Published August 23, 2024

Helen Wang, professor of communication, College of Arts and Sciences, has co-edited a book that leverages storytelling as a communication strategy to advocate for action, creative solutions and sustainable initiatives to address the threat of climate change.

Wang and her co-editor Emily Coren, a communication strategist and affiliate in the Department of Psychiatry and Behavioral Sciences at Stanford University, have collaborated on “Storytelling to Accelerate Climate Solutions,” an open-access publication with 44 contributing authors, that they hope will create communities of practice — sharing knowledge, experience and insight — to create influential stories that empower people to take steps toward climate action and solutions.

The book, which has already received more than 30,000 downloads, is a showcase of climate storytelling strategies in entertainment, education, literature, journalism and other related fields, exploring multiple genres and platforms. Coren and Wang present the current state of climate storytelling and share case studies and examples of what stories can move people toward action.

“It’s important to understand what well-designed stories can achieve,” says Wang. “Stories have the ability to bring people together who might not otherwise find connections. Stories can raise awareness through their characters and storylines.”

Storytelling is a shared part of every culture. Throughout human history, stories have entertained and informed. Everyone is a storyteller and stories, when purposefully crafted, can influence opinions and contribute to social transformation.

Stories are shortcuts to possibilities previously unimagined.

The role stories play, despite their fundamental human nature, is not always fully understood. People encounter stories, in one form or another, almost daily. That familiarity can lead to underestimating or entirely overlooking their power, especially when using stories to inspire social change.

The key is entertainment-education. It’s the common thread that ties together the book’s 20 chapters, each focused on a different type of story, including fiction, news, local narratives, interactive stories, music, stories told through food, and using visuals as a catalyst for climate science communication.

Entertainment-education is a research-based communication strategy that uses specific attributes and mechanisms in various media to highlight social issues in ways that have a higher chance of producing desired outcomes.

“Providing links to existing or newly created resources is an indispensable step for facilitating real actions from information-seeking and interpersonal discussion to community outreach and policy advocacy,” says Wang.

Some of the expected outcomes discussed in the book are already happening, but the book can still serve as a starting point for motivating others who, because of Coren and Wang, do not have to start from scratch.

“We are already hearing from people in all corners saying, ‘This book is exactly what we needed,’” says Wang.