The SAGE Handbook for Research in Education

PrefaceAcknowledgementsIntroductionPart One. Exploring Ideas: Embracing Inquiry and the Craft of Framing Meaningful Problems Section I: Exploring the Multiple Purposes of Inquiry and Key Stakeholders - D.C. PhillipsChapter 1: Muddying the Waters Even More: The Many Faces of Empirical Educational Inquiry - D.C. PhillipsChapter 2. Speaking Truth to Policy and Practice - Robert E. FlodenChapter 3. Minding the Gap Between Research and Policy Making - David N. Plank Section II: Formulating Meaningful Problems - Daniel K. LapsleyChapter 4. Developing and Framing Meaningful Problems - Daniel K. LapsleyChapter 5. Inquiry Through a Keyhole: Retroduction - Ronald C. SerlinChapter 6. Reviewing Literature and Formulating Problems - Carolyn KelleyChapter 7. The Challenge of Framing a Problem: What is Your Burning Question? - Susan HarterChapter 8. Developing and Nurturing Interesting and Researchable Ideas - Kathryn R. WentzelChapter 9. Situating Ourselves and Our Inquiry: A First-Person Account - James YounissPart Two. Pursuing and Sharing Ideas: The Design and Conduct of Inquiry and the Communication of Results Section III: Opportunities and Challenges in Designing and Conducting Inquiry - Ronald C. SerlinChapter 10. Research Design in Qualitative/Quantitative/Mixed Methods - Michael R. HarwellChapter 11. Intellect, Light, and Shadow in Research Design - John P. BeanChapter 12. Comparative Education: An Approach to Educational Inquiry - David PhillipsChapter 13. Conceptualizing and Conducting Meaningful Research Studies in Education - Ronald H. HeckChapter 14. Constructing Data - Kadriye Ercikan and Wolff-Michael RothChapter 15. Constructing Analyses: The Development of Thoughtfulness in Working With Quantitative Methods - Michael Seltzer and Mike RoseChapter 16. Approaching Rigor in Applied Qualitative Research - J. Douglas TomaChapter 17. Constructing Conclusions - King D Beach, III, Betsy Jane Becker, and Mary M. KennedyChapter 18. Windows of Possibility: Perspectives on

Clifton F. Conrad has been Professor of Higher Education at the University of Wisconsin-Madison since 1987. He previously taught at the University of Denver (1975-1977), The College of William and Mary (1977-1981), and the University of Arizona (1981-1987)-where he also served as a Department Chair and as Associate Dean for Academic Affairs. His research program is centered on college and university curriculum-at the undergraduate and graduate levels, in the liberal arts and sciences as well as in professional fields. Books that he has authored or co-authored include The Undergraduate Curriculum, A Silent Success: Master's Education in the United States, and Emblems of Quality in Higher Education: Developing and Sustaining High-Quality Programs. While he has published quantitative studies in journals such as the American Educational Research Journal and the Journal of Education Finance, the majority of his research has been fueled by qualitative approaches to inquiry-work that appears in journals ranging from Sociology of Education to the Journal of Higher Education. A former President of the Association for the Study of Higher Education, since 1980 he has been a key expert witness and consultant to the U.S. Department of Justice and the Office of Civil Rights (U.S. Department of Education) in major civil rights cases and inquiries involving race and gender in higher education in nine states. Two of these cases led to landmark decisions by the U.S. Supreme Court, including one in which his scholarship was cited approvingly. Ronald C. Serlin is an Emeritus Professor in the Department of Educational Psychology at the University of Wisconsin-Madison. He teaches courses in nonparametric statistics and the philosophy of science and statistics. His mastery in teaching earned him a Chancellor's Distinguished Teaching Award early in his career. His expertise as a statistical consultant has led to long and fruitful collaborative efforts with colleagues in the School of

"The book promises to be more advanced than the typical survey text, and it looks to me like it will be more advanced without being more technical. What we need, I believe, are volumes that raise the intellectual level of discussion about research in education. We too often jump from the elementary to the arcane. This volume could help fill that gap."