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"Research Methods for Social Justice and Equity in Education offers researchers a full understanding of very important concepts, showing how they can be used a means to develop practical strategies for undertaking research that makes a difference to the lives of marginalised and disadvantaged learners. It explores different conceptualisations of social justice and equity, and leads the reader through a discussion of what their implications are for undertaking educational research that is both moral and ethical and how it can be enacted in the context of their chosen research method and a variety of others, both well-known and more innovative. The authors draw on real, practical examples from a range of educational contexts, including early childhood, special and inclusive education and adult education, and cultures located in both western and developing nations in order to exemplify how researchers can use methods which contribute to the creation of more equitable education systems. In this way, the authors provide a global perspective of the contrasting and creative ways in which researchers reflect on and integrate principles of social justice in their methods and their methodological decision making. It encourages the reader to think critically about their own research by asking key questions, such as: what contribution can research for equity and social justice make to new and emerging methods and methodologies? And how can researchers implement socially just research methods from a position of power? This book concludes by proposing a range of methods and methodologies which researchers can use to challenge inequality and work towards social justice, offering a springboard from which they can further their own studies." -- Provided by publisher

Cover -- Half Title -- Series -- Title -- Copyright Page -- Dedication -- Contents -- Acknowledgements -- Abbreviations -- Series Foreword -- Introduction -- Part One Theorizing social justice and equity in educational research -- Chapter One Theoretical conceptions of social justice and equity -- Chapter Two Research methods for social justice and equity in context -- Chapter Three Socially just research as ethical endeavour -- Chapter Four Insiders: Educators and researchers for social justice -- Part Two Researching for social justice and equity in context -- Chapter Five Education, marginalization, voice and socially just methods -- Chapter Six Education, literacy, and socially just methodology -- Chapter Seven Global perspectives on researching for equity and social justice -- Part Three Research methods for equity and social justice -- Chapter Eight Collaborative and participatory methods for social justice -- Chapter Nine Ethnographic approaches for social justice -- Chapter Ten Methodological creativity for social justice -- Conclusion -- Bibliography -- Index.

Maggi Savin-Baden and Gemma Tombs' Research Methods for Education in the Digital Age is part of an educational series on methodology by The Bloomsbury Research Methods for Education. They wrote their book for qualitative researchers planning to use any form of digital technology such as digital recorders for face-to-face interviews, telecommunications application software (e.g., SKYPE) to conduct interviews, social media websites for data collection, digital imagery, and Computer Assisted/Aided Qualitative Data Analysis Software (CAQDAS) for their study. Savin-Baden and Tombs also have a chapter that examines the use of digital technology in quantitative research. As a novice researcher, I found this book to be very helpful in my doctoral research journey to understand digital technology terms and the many available research options that digital technology can provide. In this book review, I will cover the salient topics from each of the ten chapters that will help other novice scholars make smart research decisions.

Introduction -- Foundations for research on educational dialogue -- Orientations and ground rules: a framework for researching educational dialogue -- Methodological developments in research on educational dialogue: mapping the field -- Dialogic participation and outcomes: evaluation and assessment -- Analytical coding schemes for classroom dialogue -- Methods for researching technology-mediated dialogue -- Researching online dialogues: introducing the 'chiasm' methodology -- Dialogue, participation and social relationships -- Researching dialogue in educational decision making -- Conclusion

This volume of Theory and Method in Higher Education Researchexplores several timely topics including transnational approaches to higher education policy, universities contributions to society, data collection in higher education, virtual and blended research, and more.

The vocational education implementation is one of the success factors for government to improve the quality of human resources, mainly toward producing skilled workers. Various researchers have studied the phenomena of vocational education. Unfortunately, studies on research methods in relation to vocational education phenomena are limited. Hence, this paper examined the research methods on the phenomena of vocational education, based on few case studies in Indonesia. Indonesia has many challenges as such Indonesia is a country with the fourth highest population globally, high level of unemployment, relatively rapid growth of new autonomy, and most number of islands in the world. In fact, Indonesia has different characteristics and needs of human resources from each region. • This article discusses the methods to explore the phenomena of vocational education through case studies in Indonesia. • This method article discusses the division of question groups and deployment of questionnaires through the referral and stages of research. • This method article is the alternative basis for preparing research steps related to study the vocational education phenomena.

This paper reviews some of the econometric methods that have been used in the economics of education. The focus is on understanding how the assumptions made to justify and implement such methods relate to the underlying economic model and the interpretation of the results. We start by considering the estimation of the returns to education both within the context of a dynamic discrete choice model inspired byWillis and Rosen (1979) and in the context of the Mincer model. We discuss the relationship between the econometric assumptions and economic behaviour. We then discuss methods that have been used in the context of assessing the impact of education quality, the teacher contribution to pupils' achievement and the effect of school quality on housing prices. In the process we also provide a summary of some of the main results in this literature.

This introduction to the special issue on mixed methods research examines guest editor perspectives on the research culture in special education and the broader ecosystem of education research. Articles included in the special issue are used to illustrate how core methodological features and application of a flexible metaparadigm enables mixed methods research to enhance the quality and depth of research findings. Given that the researcher's role as the instrument is pronounced in mixed methods research, we argue for reflexivity and explicit reporting of how researcher backgrounds shape the questions they ask, methods they use to answer them, and lenses through which they interpret findings. We encourage our colleagues to consider how the integration of numerical and textual data can enable us to ask questions that challenge traditional dichotomies, capture the complexities of human experiences, and generate more nuanced interpretations of findings that acknowledge the inherent limitations of relying on a single methodology or paradigm.

Who is to be included in educational research? How might the researched be included within educational research practices? Why does it matter that educational research practices should be inclusive and not exclusionary? This article draws on Martin Buber's philosophy of dialogue to critique reductive and specialist answers to these questions and, more positively, to advance a conception of inclusive research as educative practice. In Buber's thinking there are ideas that might guide educational researchers beyond the lure of both research that is conducted on individuals, held at an exclusionary distance, and measured in accordance with established methods, and research that is for individuals identified as political allies, so their research might be conducted with the researched. Inclusive educational research should itself be educative, the article concludes, but this education provides researchers with neither easy nor definitive answers to questions relating to who their research should include, how they might be included and why their inclusion matters, since this is an education that must be lived.