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 Four: Challenges in Preparing for Inquiry
The opening chapter in Section Four plays on themes of “light” and “shadow” in education research. In Chapter 20, John Bean keys on a simple but relentless tension: In our quest for “truth” and knowledge, we make decisions that result in the artificial and immediate bounding of possible answers. Each of the chapters in this section systematically examines many of these key decisions and their implications for the conduct of exemplary research in education.
Our core interests as education researchers are often informed by our disciplinary orientations that, in turn, powerfully influence how we see and define problems, collect and analyze data, and turn findings into conclusions. Disciplines are defined by the theories that create an ...