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This book invites readers to explore the nature of qualitative research, and to recognise the varied and conflicting forms it can take. It examines how these contrast with quantitative work, as well as how they differ from journalism and imaginative literature. The book describes various methodological philosophies that have shaped qualitative work, as well as different types of orientation to be found within it today. It offers clear definitions of key terms and concepts, and also a detailed exploration of recent disputes among qualitative researchers, with a view to showing how...

Educational research and its relationship with policy making and practice has been a perennial concern. This book deals with some basic and controversial questions about that issue, including:

- Can there be harmony in the relationship between researchers and educational policymakers or practitioners?

- Do increases in knowledge always lead to practical improvement, and never to undesirable consequences?

- Would educational research flourish if it were subjected to more central, and external, control?

- What is the role of research reviews in making the...

What forms of knowledge can social science claim to produce? Does it employ causal analysis, and if so what does this entail? What role should values play in the work of social scientists?

These are the questions addressed in this book. They are closely interrelated, and the answers offered here challenge many currently prevailing assumptions. They carry implications both for research practice, quantitative or qualitative, and for the public claims that social scientists make about the value of their work.

The arguments underpinning this challenge to conventional wisdom are...

In Questioning Qualitative Inquiry Martin Hammersley argues that the move away from natural science as a model for social inquiry involves a rejection of key principles that are essential for any commitment to research.

Discussing fifty years of change in qualitative social research, Martyn Hammersley's argument is pursued in concrete terms through discussion of specific issues, such as:

- how to learn from the history of qualitative inquiry

- can qualitative methodology be taught

- the significance of...

The main way in which research findings can be disseminated to a wide audience is via the mass media. However, there are frequent complaints that media coverage of social and educational research is very limited and often highly distorted. Exploring this issue in depth, this key book analyzes British media reports of a research review dealing with ethnic inequalities in educational achievement. Written by a well-respected scholar and covering many areas - including education, media studies, cultural studies, sociology and social policy - this book will undoubtedly be of great interest to a...

In Questioning Qualitative Inquiry Martin Hammersley argues that the move away from natural science as a model for social inquiry involves a rejection of key principles that are essential for any commitment to research.

Discussing fifty years of change in qualitative social research, Martyn Hammersley's argument is pursued in concrete terms through discussion of specific issues, such as:

- how to learn from the history of qualitative inquiry

- can qualitative methodology be taught

- the significance of...

Educational research and its relationship with policy making and practice has been a perennial concern. This book deals with some basic and controversial questions about that issue, including:

- Can there be harmony in the relationship between researchers and educational policymakers or practitioners?

- Do increases in knowledge always lead to practical improvement, and never to undesirable consequences?

- Would educational research flourish if it were subjected to more central, and external, control?

- What is the role of research reviews in making the...