The SAGE Handbook for Research in Education stimulates and encourages students, faculty, and educational practitioners, including individuals in education, government, and the private sector who conduct applied and policy-oriented educational research, to place the pursuit of ideas at the epicentre of their research-from framing meaningful problems to identifying and addressing key challenges to the reporting and dissemination of their findings.
Section One: Exploring the Multiple Purposes of Inquiry and Key Stakeholders
Webster defines “inquiry” succinctly as “attempting to learn,” an account that unfortunately is silent on all of the thorny issues. Who, precisely, is making the attempt? What prompted or motivated the attempt to learn? Did the inquirer come up with the subject of the inquiry on his or her own volition, or was the inquirer commissioned to try to learn something on behalf of someone else? How will the success or failure of the inquiry be determined (and by whom)? What means—what methodology—shall the inquiry make use of? Are some methods better than others in the sense that they are likely to lead to the learning of ...