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 Five: Challenges in Conducting Inquiry
The chapters in Section Five deal with four challenges in conducting inquiry that are central to the processes of conducting first-rate research but are generally overlooked in scholarly discourse about methodology: the development of the researcher as inquirer, moving from data sources to data and the forms of inference involved, bringing “analytic thoughtfulness” to analyses, and moving from findings to conclusions.
Anchored in one of the animating purposes of this volume—namely, to move beyond the seemingly endless debates about the relative merits of quantitative and qualitative research—we early decided to invite chapters that deal with both methodological traditions in ways that integrate the two but that do not reduce the analytic richness of their distinctions. Our desire to ...