Find out the facts fast with these easy-to-use yet comprehensive overviews Teach Yourself 101 Key Ideas Information Technology is perfect for you if you are a student or are just interested in the subject. It provides an interesting and informative account of the field's 101 key ideas, arranged in alphabetical order. No need to read cover to cover—you can just dip in and find the explanations you need!

Teach Yourself 101 Key Ideas Information Technology

Selwyn, Neil

Gorard, Stephen

Computers & Technology

McGraw=Hill

How can we get educators to use research evidence?

Education & Teaching

See, Beng Huat

Siddiqui, Nadia

Griffin, Naomi

Schools & Teaching

lulu.com

“This excellent book promises much and delivers a whole lot more. It provides a description of the practicalities of combining evidence from a variety of data collection modes in order to enrich our responses to educational research questions. This is achieved with thoroughness and clarity and even some wit. There are outstanding teaching materials here…. This is the best book on educational research methods published in this country for decades.”  Professor Charles Desforges, University of Exeter   "In this timely and important contribution, Stephen Gorard and Chris Taylor help us move beyond the wasteful schism of 'qualitative versus quantitative' research by offering sound basic theorising and extensive practical illustration of the combining of research methods... I see their book as essential reading for anyone concerned for effective educational and social research." Professor Peter Tomlinson, University of Leeds There is growing interest in the possibilities of combining research approaches in education and social sciences, as dissatisfaction mounts with the limitations of traditional mono-method studies and with the schism between quantitative and qualitative methods.  This book argues the case for combining multiple research methods, and provides much-needed practical guidance for researchers who want to use this mixed-methods approach. The authors believe that all research has an over-arching logic and that, within this, the fruitful combination of quantitative and qualitative methods is possible. They develop the idea of the ‘new’ education and social researcher, for whom the combination of approaches is a representation of a diverse skills base, rather than a matter of ideological or theoretical allegiance. The book outlines and evaluates methods that are currently used, and looks at combining different methods across and within studies, including complex interventions, Bayesian approaches, new political arithmetic, triangulation, life histories and design studies. It offers a radical, new and very simple way of working with numbers. Drawing on examples across the social sciences, this book is key reading for undergraduate and postgraduate students in Education and social science courses with a research element, as well as academics and professionals undertaking research projects.

Combining Methods in Educational and Social Research (Conducting Educational Research)

Open University Press

Combining Methods in Educational Research (Conducting Educational Research)

Taylor, Chris

Glazunov: Chopiniana, Op. 46 (Study Score)

This engaging book sheds light on the ways in which adults in the twenty-first century interact with technology in different learning environments. Based on one of the first large-scale academic research projects in this area, the authors present their findings and offer practical recommendations for the use of new technology in a learning society. They invite debate on: <ul>
<li>why ICTs are believed to be capable of affecting positive change in adult learning</li> <li>the drawbacks and limits of ICT in adult education</li> <li>what makes a lifelong learner </li> <li>the wider social, economic, cultural and political realities of the information age and the learning society.</li>
</ul>
Adult Learning addresses key questions and provides a sound empirical foundation to the existing debate, highlighting the complex realities of the learning society and e-learning rhetoric. It tells the story of those who are excluded from the learning society, and offers a set of strong recommendations for practitioners, policy-makers, and politicians, as well as researchers and students.

Adult Learning in the Digital Age

Furlong, John

Higher & Continuing Education

Routledge

Overcoming Disadvantage in Education

Governments, local authorities, school leaders, and teachers all over the world want to improve the educational attainment and participation of all students, and to minimise any systematic differences in outcomes for social and economic groups. A particular concern is for those students from backgrounds that may objectively disadvantage them at school and beyond. However, considerable effort and money is currently being wasted on policies, practices and interventions that have very little hope of success, and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence, coupled with an unwillingness among users of evidence to discriminate appropriately between what we know and do not know, means that opportunities are being missed. At a time of reduced public spending it is important that proposed interventions are both effective and efficient. Overcoming Disadvantage in Education is unique in the way that it:    Shows where the solutions to underachievement and poverty lie    combines primary(new), secondary (official) and published (review) evidence    distinguishes between those possible causes of underachievement that are largely fixed for individuals, and those that are modifiable.   There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are, and where further work could yield further benefits. This book will be a key text for students, developing academic researchers and supervisors in the social sciences, and for those research users charged with improving educational outcomes.

See, Beng

Governments, local authorities, school leaders, and teachers all over the world want to improve the educational attainment and participation of all students, and to minimise any systematic differences in outcomes for social and economic groups. A particular concern is for those students from backgrounds that may objectively disadvantage them at school and beyond. However, considerable effort and money is currently being wasted on policies, practices and interventions that have very little hope of success, and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence, coupled with an unwillingness among users of evidence to discriminate appropriately between what we know and do not know, means that opportunities are being missed. At a time of reduced public spending it is important that proposed interventions are both effective and efficient.
Overcoming Disadvantage in Education is unique in the way that it: <ul><ul>
<li>Shows where the solutions to underachievement and poverty lie </li> <li>combines primary(new), secondary (official) and published (review) evidence </li> <li>distinguishes between those possible causes of underachievement that are largely fixed for individuals, and those that are modifiable. </li> </ul></ul>
There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are, and where further work could yield further benefits. This book will be a key text for students, developing academic researchers and supervisors in the social sciences, and for those research users charged with improving educational outcomes.

Based around original proportionate analyses of national datasets of all students in all schools in England and Wales, this work challenges the common picture of British education in crisis, and suggests that there is no substantial evidence of regional underperformance or injustice. The author provides a reappraisal of the issues of quality and justice in British education and comes to the conclusion that there is much to be lauded about the standard of education in Britain, which is, in turn, leading to greater social justice.

Education and Social Justice: The Changing Composition of Schools and its Implications

University of Wales Press

A changing climate for educational research; sampling - the basis for all research; collecting secondary data - the idle researcher; simple analysis - index wars and other battles; surveying the field - questionnaire design; simple non-parametric statistics - minding your table manners; experimental approaches - a return to the gold standard; elementary parametric statistics - what do they signify?; progress via regression - introducing correlations.

Quantitative Methods in Educational Research: The Role of Numbers Made Easy

Politics & Social Sciences

Social Sciences

Continuum Intl Pub Group

This is a comprehensive guide to quantitative research, rooted in the author's own teaching and research. In particular, it challenges both the student who "does not do numbers" and the student who does nothing but numbers (and who therefore fails to interpret or challenge his/her results). The book shows how all educational researchers need to "do" quantitative research, even if only in the sense of reading other people's research findings. In fact, the book argues that the conventional distinction between primary and secondary research data is inadequate, since there is enormous need/opportunity for conducting research through using and reinterpreting secondary data. This leads to one of the main selling points of the book - Gorard's idea of the "idle researcher", who makes valuable contributions to the research literature by using data gathered by other researchers.

Continuum

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Books by Gorard, Stephen