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Place-Based Methods for Researching Schools

Thomson, Pat Hall, Christine
Innbundet / 2016 / Engelsk

Produktdetaljer

ISBN
9781474242899
Publisert
2016-12-15
Utgiver
Vendor
Bloomsbury Academic
Vekt
521 gr
Høyde
216 mm
Bredde
138 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
296

Forfatter
Thomson, Pat
Hall, Christine

Om bidragsyterne

Pat Thomson is Professor of Education in the School of Education at the University of Nottingham, UK. A former headteacher, she works with teachers and artists using action research and ethnographic approaches. Her research focuses on arts, learning and change in educational, gallery, museum and community settings.

Christine Hall is Professor of Education in the School of Education at The University of Nottingham, UK. Formerly a secondary school teacher, she has worked in teacher education for the last 20 years supervising numerous students and teachers on school-based research projects. Her research is on literacy and the arts in schools.

Place-Based Methods for Researching Schools

Thomson, Pat Hall, Christine
Innbundet / 2016 / Engelsk
Thomson, Pat Hall, Christine
Innbundet / 2016 / Engelsk
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The authors are generous with their suggested further reading and because of the geographical lens offered these are likely to give the reader references that many educational researchers will be unfamiliar with. The quality and depth of the approaches that the authors suggest make me particularly confident in the robustness of these qualitative data generation approaches. However, the authors do not shy away from the quantitative data that can be generated through national databases. A rich picture of one school can be generated if their advice about place-based research is followed. Overall, this book has much to be commended on and I highly recommend it to any researcher involved in school-based research.

International Journal of Research and Method in Education

Pat Thomson and Chris Hall’s imaginative, informed and innovative methodology text book is a must for anyone, from novice to expert, studying any aspect of schools. This is a book to transform both your approach to research and your thinking about schools - and indeed their communities - with new ideas and practical illustrations.

Liz Todd, Professor of Educational Inclusion, University of Newcastle, UK

Patricia Thomson and Christine Hall use the literature on space, time and place in combination with that on place-based research projects to provide a map for the field. They write with a deep understanding of a wide range of theory and a commitment to ethical research methods and practices. Their map covers the field of place-based research, offering a clear framework and the necessary know-how. Accessible, interesting and rigorous their work inspires an interest in schools as places, and in place-based methods for researching, understanding and representing them.

Hilary Janks, Emeritus Professor, Wits University, South Africa

Se alle

This book inspires me to do school research, and to do it well. It takes seriously the many entangled factors – people, places, structures, ideas, experiences, feelings – that make a school, demonstrating the ‘specificity, particularity and complexity to the near-universal experience of being in school’ and showing us what we might do with this as researchers. The book addresses a sophisticated reader who is able to make her/his own decisions and research plans, but still offers structured insights for thinking practically about how to research schools. It is also a compelling and pleasurable read. After this book, it will be difficult to think of school research that does not engage deeply with the place of a school.

Deborah Youdell, Professor of Sociology of Education, University of Birmingham, UK

This book is a very useful resource to a beginner school-based researcher. It provides useful advice on various practical aspects of conducting research in schools and outlines some theoretical and methodological foundations and approaches to conducting research with human participants.

Oksana Afitska, University of Sheffield, UK

This is an excellent student book suitable for both undergraduate and postgraduate students interested in research in schools. Although the focus is on place based methods and there are appropriate and helpful articulations of place and space theory, this book usefully provides a number of practical approaches and a range of references for the reader to follow up. If the mark of a good book is that the reader is left wanting to find out more, this work succeeds (and it is my favourite book of the year!).

Dr ML White, University of East London, UK

Schools are complex institutions. They do not easily reveal themselves to researchers who rely on only one or two methods. Understanding a school, its neighbourhood and its students requires a researcher with a more complex repertoire of verbal, statistical and visual research strategies. Place-Based Methods for Researching Schools shows how multiple methods can be used together to research schools, rather than dealing with decontextualised methods, one by one. Taking a novel theoretical approach to the school as a ‘place’, the book offers grounded illustrations of schools as places from real case study and ethnographic research conducted in both Australia and the UK. A practical guide, this book explores the on-the-ground questions researchers are likely to face in the order they are likely to face them. The chapters not only look at data generation approaches, but also address analysis of the data and writing about the school, topics that are often ignored. Methods explored for use include those drawn from urban planning and geography to explore neighbourhoods, visual surveys, mapping, classroom observation, ethnographic observation, interviews, focus groups, sociograms and linguistic corpora. Including research tips from the authors, case studies, a glossary and annotated further reading list, this book is essential reading for students and scholars approaching their research project.
Les mer
List of FiguresList of TablesAcknowledgementsSeries Editor's Preface Glossary of Research Methods and ApproachesIntroducing the book1. Studying a School 2. Getting Into the School 3. Getting to Know the Neighbourhood 4. Reading the School 5. Living with the School6. Multiple Perspectives on the School7. Analysing Complex Data Sets 8. Writing the SchoolAppendix Bibliography Index
Les mer
The authors are generous with their suggested further reading and because of the geographical lens offered these are likely to give the reader references that many educational researchers will be unfamiliar with. The quality and depth of the approaches that the authors suggest make me particularly confident in the robustness of these qualitative data generation approaches. However, the authors do not shy away from the quantitative data that can be generated through national databases. A rich picture of one school can be generated if their advice about place-based research is followed. Overall, this book has much to be commended on and I highly recommend it to any researcher involved in school-based research.
Les mer
Explores the multiple interconnected methods and tools necessary to successfully research and understand the complexities of a school, its neighbourhood and its communities.
Chapters structured in the stages that would be taken in an actual research project making it easy for readers to follow
The Bloomsbury Research Methods for Education series provides overviews of the range of sometimes interconnected and diverse methodological possibilities for researching aspects of education such as education contexts, sectors, problems or phenomena. Each volume discusses prevailing, less obvious and more innovative methods and approaches for the particular area of educational research.More targeted than general methods textbooks, these authoritative yet accessible books are invaluable resources for students and researchers planning their research design and wanting to explore methodological possibilities to make well-informed decisions regarding their choice of methods.Series Editor:Melanie Nind, Professor of Education at the University of Southampton, UK, Co-Director of ESRC National Centre for Research Methods and Co-Editor of the International Journal of Research & Method in Education. Editorial Board:Pat Sikes, University of Sheffield, UKLiz Todd, University of Newcastle, UKMichele Schweisfurth, University of Glasgow, UKJuana Sancho Gil, University of Barcelona, SpainFernando Hernandez Hernandez, University of Barcelona, SpainLarry Suter, Consultant Statistician, USAMark Earley, Bowling Green State University, USAAaron Kuntz, University of Alabama, USASuzanne Carrington, Queensland University ofTechnology, Australia
Les mer

Relaterte produkter

The authors are generous with their suggested further reading and because of the geographical lens offered these are likely to give the reader references that many educational researchers will be unfamiliar with. The quality and depth of the approaches that the authors suggest make me particularly confident in the robustness of these qualitative data generation approaches. However, the authors do not shy away from the quantitative data that can be generated through national databases. A rich picture of one school can be generated if their advice about place-based research is followed. Overall, this book has much to be commended on and I highly recommend it to any researcher involved in school-based research.

International Journal of Research and Method in Education

Pat Thomson and Chris Hall’s imaginative, informed and innovative methodology text book is a must for anyone, from novice to expert, studying any aspect of schools. This is a book to transform both your approach to research and your thinking about schools - and indeed their communities - with new ideas and practical illustrations.

Liz Todd, Professor of Educational Inclusion, University of Newcastle, UK

Patricia Thomson and Christine Hall use the literature on space, time and place in combination with that on place-based research projects to provide a map for the field. They write with a deep understanding of a wide range of theory and a commitment to ethical research methods and practices. Their map covers the field of place-based research, offering a clear framework and the necessary know-how. Accessible, interesting and rigorous their work inspires an interest in schools as places, and in place-based methods for researching, understanding and representing them.

Hilary Janks, Emeritus Professor, Wits University, South Africa

Se alle

This book inspires me to do school research, and to do it well. It takes seriously the many entangled factors – people, places, structures, ideas, experiences, feelings – that make a school, demonstrating the ‘specificity, particularity and complexity to the near-universal experience of being in school’ and showing us what we might do with this as researchers. The book addresses a sophisticated reader who is able to make her/his own decisions and research plans, but still offers structured insights for thinking practically about how to research schools. It is also a compelling and pleasurable read. After this book, it will be difficult to think of school research that does not engage deeply with the place of a school.

Deborah Youdell, Professor of Sociology of Education, University of Birmingham, UK

This book is a very useful resource to a beginner school-based researcher. It provides useful advice on various practical aspects of conducting research in schools and outlines some theoretical and methodological foundations and approaches to conducting research with human participants.

Oksana Afitska, University of Sheffield, UK

This is an excellent student book suitable for both undergraduate and postgraduate students interested in research in schools. Although the focus is on place based methods and there are appropriate and helpful articulations of place and space theory, this book usefully provides a number of practical approaches and a range of references for the reader to follow up. If the mark of a good book is that the reader is left wanting to find out more, this work succeeds (and it is my favourite book of the year!).

Dr ML White, University of East London, UK

Schools are complex institutions. They do not easily reveal themselves to researchers who rely on only one or two methods. Understanding a school, its neighbourhood and its students requires a researcher with a more complex repertoire of verbal, statistical and visual research strategies. Place-Based Methods for Researching Schools shows how multiple methods can be used together to research schools, rather than dealing with decontextualised methods, one by one. Taking a novel theoretical approach to the school as a ‘place’, the book offers grounded illustrations of schools as places from real case study and ethnographic research conducted in both Australia and the UK. A practical guide, this book explores the on-the-ground questions researchers are likely to face in the order they are likely to face them. The chapters not only look at data generation approaches, but also address analysis of the data and writing about the school, topics that are often ignored. Methods explored for use include those drawn from urban planning and geography to explore neighbourhoods, visual surveys, mapping, classroom observation, ethnographic observation, interviews, focus groups, sociograms and linguistic corpora. Including research tips from the authors, case studies, a glossary and annotated further reading list, this book is essential reading for students and scholars approaching their research project.
Les mer
List of FiguresList of TablesAcknowledgementsSeries Editor's Preface Glossary of Research Methods and ApproachesIntroducing the book1. Studying a School 2. Getting Into the School 3. Getting to Know the Neighbourhood 4. Reading the School 5. Living with the School6. Multiple Perspectives on the School7. Analysing Complex Data Sets 8. Writing the SchoolAppendix Bibliography Index
Les mer
The authors are generous with their suggested further reading and because of the geographical lens offered these are likely to give the reader references that many educational researchers will be unfamiliar with. The quality and depth of the approaches that the authors suggest make me particularly confident in the robustness of these qualitative data generation approaches. However, the authors do not shy away from the quantitative data that can be generated through national databases. A rich picture of one school can be generated if their advice about place-based research is followed. Overall, this book has much to be commended on and I highly recommend it to any researcher involved in school-based research.
Les mer
Explores the multiple interconnected methods and tools necessary to successfully research and understand the complexities of a school, its neighbourhood and its communities.
Chapters structured in the stages that would be taken in an actual research project making it easy for readers to follow
The Bloomsbury Research Methods for Education series provides overviews of the range of sometimes interconnected and diverse methodological possibilities for researching aspects of education such as education contexts, sectors, problems or phenomena. Each volume discusses prevailing, less obvious and more innovative methods and approaches for the particular area of educational research.More targeted than general methods textbooks, these authoritative yet accessible books are invaluable resources for students and researchers planning their research design and wanting to explore methodological possibilities to make well-informed decisions regarding their choice of methods.Series Editor:Melanie Nind, Professor of Education at the University of Southampton, UK, Co-Director of ESRC National Centre for Research Methods and Co-Editor of the International Journal of Research & Method in Education. Editorial Board:Pat Sikes, University of Sheffield, UKLiz Todd, University of Newcastle, UKMichele Schweisfurth, University of Glasgow, UKJuana Sancho Gil, University of Barcelona, SpainFernando Hernandez Hernandez, University of Barcelona, SpainLarry Suter, Consultant Statistician, USAMark Earley, Bowling Green State University, USAAaron Kuntz, University of Alabama, USASuzanne Carrington, Queensland University ofTechnology, Australia
Les mer

Produktdetaljer

ISBN
9781474242899
Publisert
2016-12-15
Utgiver
Vendor
Bloomsbury Academic
Vekt
521 gr
Høyde
216 mm
Bredde
138 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
296

Forfatter
Thomson, Pat
Hall, Christine

Om bidragsyterne

Pat Thomson is Professor of Education in the School of Education at the University of Nottingham, UK. A former headteacher, she works with teachers and artists using action research and ethnographic approaches. Her research focuses on arts, learning and change in educational, gallery, museum and community settings.

Christine Hall is Professor of Education in the School of Education at The University of Nottingham, UK. Formerly a secondary school teacher, she has worked in teacher education for the last 20 years supervising numerous students and teachers on school-based research projects. Her research is on literacy and the arts in schools.

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