This book has been written specifically for postgraduate students carrying out small-scale research projects in and around their work environments and for those undertaking research projects as part of their higher education courses. The book will also be useful to teachers, tutors, lecturers and trainers who want to use the concept of practitioner-based enquiry to enquire into their own institutional practices, and produce reports which can be submitted for academic credits leading to the award of certificates and degrees from universities and other professional bodies.

This text is a collection of case studies and readings on the subject of doing research in education. It takes a personal view of the experience of doing research. Each author presents a reflexive account of the issues and dilemmas as they have lived through them during the undertaking of educational research. Coming from the researcher's own perspectives, their positions are revealed within a wider space that can be personal, political, social and refexive. With this approach, many issues such as ethics, gender, race, validity, reciprocity, sexuality, class, voice, empowerment, authorship...

This text is a collection of case studies and readings on the subject of doing research in education. It takes a personal view of the experience of doing research. Each author presents a reflexive account of the issues and dilemmas as they have lived through them during the undertaking of educational research. Coming from the researcher's own perspectives, their positions are revealed within a wider space that can be personal, political, social and refexive. With this approach, many issues such as ethics, gender, race, validity, reciprocity, sexuality, class, voice, empowerment, authorship...

Although the literature of social research covers a vast range of material, there has been little on the role of social theory in educational research. In this respect, David Scott's book focuses on the centrality of social theory in a variety of empirical projects. The volume covers a range of conceptual and theoretical discussions and subsequently applies these concepts to the analysis of empirical studies.

Although the literature of social research covers a vast range of material, there has been little on the role of social theory in educational research. In this respect, David Scott's book focuses on the centrality of social theory in a variety of empirical projects. The volume covers a range of conceptual and theoretical discussions and subsequently applies these concepts to the analysis of empirical studies.

First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

This collection of papers examines ethical issues in different kinds of social research including surveys, ethnography and historical research. Contributors also deal with ethical problems involved in examining controversial issues in education. Hence the book is largely about the ethics of the conduct of social investigation, rather than an analysis of the technical procedures themselves.

Until recently film has been impractical and expensive to teach, but television and video have provided unprecedented opportunities. Not only is it becoming possible for everyone to make use of a library of films on video, subjecting them to close evaluative study, but also, with the increasing availability of video cameras in schools and colleges, it is becoming possible for everyone to learn the language of this richly expressive form by using it. Through an engaged analysis of the beginnings of film, the nature of expression, the conventions of film and television, the development of...

An important recent development in the study of teaching is the use of narrative analysis to study teachers' lives, their work and anecdotes exchanged in the staffroom.

The process of curriculum development is highly practical, as Goodson shows in this enlarged anniversary third edition of his seminal work. The position of subjects and their development within the curriculum is illustrated by looking at how school subjects, in particular, geography and biology, gained academic and intellectual respectability within the whole curriculum during the late 1960s and early 1970s. He highlights how subjects owe their formation and accreditation to competing status and their power to compete in the provision of 'worthwhile' knowledge and considers subjects as...