• Business, Economics & Law
      January 1995

      The Global Emerging Market in Transition

      Articles, Forecasts, and Studies

      by Vladimir Kvint

    • Industrial / commercial art & design
      April 2017

      History through material culture

      by Series edited by Simon Trafford, Leonie Hannan, Sarah Longair

      History through material culture is a unique, step-by-step guide for students and researchers who wish to use objects as historical sources. Responding to the significant, scholarly interest in historical material culture studies, this book makes clear how students and researchers ready to use these rich material sources can make important, valuable and original contributions to history. Written by two experienced museum practitioners and historians, the book recognises the theoretical and practical challenges of this approach and offers clear advice on methods to get the best out of material culture research. With a focus on the early modern and modern periods, this volume draws on examples from across the world and demonstrates how to use material culture to answer a range of enquiries, including social, economic, gender, cultural and global history.

    • Sociology
      January 2015

      Income Justice in Ukraine

      A Factorial Survey Study

      by Author(s): Kseniia Gatskova

      This book presents the results of an empirical study of distributive justice attitudes in the post-Soviet, transforming society of Ukraine. The focus of this study is on the mechanisms of the formation of justice attitudes, which are explained within the methodological framework of analytical sociology.Two perspectives of research were applied in this study – a contextual and a comparative approach – in order to test the hypotheses stemming from a combination of the major statements of human capital, labor market, rational choice, socialization, adaptation, and cognitive dissonance theories, and the analysis of the current political and socio-economic situation in Ukraine. The innovative factorial survey method was applied as a measurement technique for people’s distributive justice attitudes.Bringing together fundamental theoretical statements on the nature of social justice and unique novel data on attitudes to justice, this study contributes to several research areas, including inequality studies and post-communist transformation research.

    • Research methods: general
      September 2018

      An Indonesian Study of Mixed Methods

      An Example of Methodological Triangulation

      by Author(s): Ruhizal Roosli, Muhammad Rusdi, Mohd Sanusi S. Ahamad, Andrew E. Collins

      A mixed methods research study is where the researcher/s combines elements of qualitative and quantitative research approaches by converging different data sources. However, such triangulation of data is not in itself a method in the same way as a quantitative or qualitative approach with a specific paradigm. Triangulation is a plan, structure and investigation strategy deployed to obtain answers to problems identified at an earlier stage, and widely used by researchers due to its capability in cross-checking the validity of findings and its minimal risk of bias. This book focuses on how to combine quantitative with qualitative methods in a real research project. This study evaluates the suitability of land for development in Banda Aceh, Indonesia. It takes into account the risk of disaster and the social implications for settlement in this area. Although, there are a number of publications which discuss general research guidelines and methods, there is a notable lack of books in the social sciences which provide an example of integrating quantitative and qualitative methods in one research project. As such, this book will be useful to students, academicians and practitioners conducting research work.

    • Research methods: general
      February 2014

      Effectiveness of School Leadership and Management Development in Cameroon

      A Guide for Educational Systems, Schools and School Leaders

      by Author(s): Frederick Ebot Ashu

      This book considers a number of key epistemological, ontological and methodological questions exploring the effectiveness of school leadership and management development training programmes for school leaders in a range of settings and for a range of people. Consideration is also given to practical concerns associated with this topic, such as the importance of management and Leadership Development programmes supporting school leaders to become effective leaders supporting school effectiveness. Effectiveness of School Leadership and Management Development in Cameroon addresses key methodological issues including the rationale for adopting a qualitative mixed-methodology research approach with elements of literature and documental analysis; surveys; ethical considerations and challenges with sampling techniques in considering the impact that school leaders in Cameroon have on researchers’ findings; and the production of knowledge. In addressing such topics, it answers important questions about how reliability can be ensured, how rigour can be safeguarded and what impact documental analysis and school leaders’ views have on the validity and interpretation of research findings. This book is the first of its kind to combine practical leadership theories in developing leadership development frameworks reflections with clearly presented recommendations about how the approach can be used. It will be invaluable to academics, practitioners and other agencies wishing to adopt participatory research methods which place school leaders and their schools at the centre of this research. This book is also an essential read for academics and students with an interest in qualitative mixed methodologies on leadership development of school leaders, and will become a key text for school leadership research methods courses, given its concern with practical leadership models as well as more complex leadership development theories.

    • Education
      May 2014

      Emerging Critical Scholarship in Education

      Navigating the Doctoral Journey

      by Editor(s): Jean Rath, Carol Mutch

      The doctoral journey is fraught with stops and starts, crossroads and blind alleys, surprises and epiphanies. All successful doctoral students navigate a pathway through these events to reach their final destination. Navigating the Doctoral Journey explores examples of these routes in ways that both honour individual stories and highlight the broader issues of uniting emergent research practices with doctoral candidates’ individual reflexive projects. All the doctoral candidates included in this book work with critical topics, theories and methods within the field of education; they face particular challenges – and rewards – when pursuing work that will meet institutional and disciplinary expectations of “good” doctoral-level research. For them, the doctoral process is required to culminate in more than the award of a qualification. Their imperative is to demonstrate mastery of the disciplinary norms, whilst simultaneously challenging dominant models and making authentic contributions to the benefit of broader society.Navigating the Doctoral Journey addresses the isolation and challenges of what it means to conduct critical doctoral research within a highly contested domain of knowledge. This is not a simplistic self-help guide to clearly map a proven route to doctoral success, rather the book provides a range of possible answers to the questions of how candidates experience doctoral studies, what is “critical” about each contributor’s research, and how this affects what each person does as he or she researches.

    • Research methods: general
      April 2009

      Why Unitary Social Science?

      by Author(s): Ramkrishna Mukherjee

      Why Unitary Social Science? pleads for a comprehensive appraisal of social reality. Tracing the visionary and transformative paths of reality from the subjective to the objective points of view, Mukherjee argues that it is precisely the division of social science into discrete compartments as disciplines that thwarts the emergence of an objective science of society. Social science is seen here as unitary with diverse specialisations emerging from a single base but proliferating endlessly as knowledge advances; neither as different social science disciplines nor as the unified social sciences.

    • Research methods: general
      July 2007

      Muses and Measures

      Empirical Research Methods for the Humanities

      by Author(s): Willie van Peer, Frank Hakemulder and Sonia Zyngier

      This is a textbook that has been needed for decades. It should be required reading for every student (and professor) in literary studies and, for that matter, in any humanistic discipline. Humanistic methods of inquiry certainly have their place, but all too often humanistic scholars present entire theories and have no idea how to test them or even realize that they should be tested in a scientific manner. Such scholars can only try to convince readers that they are right. It is absurd to use rhetoric when there are perfectly good empirical methods of testing such theories. If they are not so tested, they are quite likely to lead us astray.In a very engaging way, the authors almost seduce readers into wanting to learn about empirical methods and statistics. The book is full of suggested projects for students. Students are led through how to search sources such as PsycInfo in order to get ideas and then gradually introduced to basic statistics and shown in detail how to analyze data that they themselves may have gathered. By focusing on practical matters and not bothering much with formulas that will soon be forgotten, readers are given a good intuitive grasp of not just simple statistics but also statistics at an intermediate level.

    • Literacy
      February 2014

      Weaving Words

      Personal and Professional Transformation through Writing as Research

      by Editor(s): Janice K. Jones

      Weaving Words raises important questions about the impact of 21st century practices of education upon human creativity and joy in making meaning through writing. It questions how writing is experienced and valued as a process and product of research; as a means for personal and professional learning; and how it is taught and experienced in the classroom and in teacher education. Weaving Words brings together a range of critical perspectives upon writing within global agendas for education and research, and considers the capacity for writing and reflection to disrupt and transform personal and professional understandings.The parallel traditions of spinning and weaving and the sharing of stories through the spoken and written word shape the structure of this book: its warp is constituted by chapters written by researchers in education; its weft by the poems, plays, short stories and reflections of pre-service teachers. Both researchers and pre-service teachers consider the challenges of becoming writers, and the contradictions they encounter in transferring their understandings of being a writer to the teaching of writing with younger authors, and in conducting research as writing. Weaving Words engages with emerging debates around what forms of writing are valued and supported within 21st century teaching and research; it demonstrates the power of writing for personal expression, suggesting that writing that is creative opens spaces for making meaning and for constructing the world that are important for practices of education and for research.

    • Research methods: general
      March 2015

      "In Search of …"

      New Methodological Approaches to Youth Research

      by Editor(s): Airi-Alina Allaste, Katrin Tiidenberg

      This collection of fifteen methodological texts by a group of thirty international youth and social researchers is a polyphony of scholarly voices advancing the field of qualitative inquiry in youth studies. The book homes in on ways of adapting, remixing and reconsidering qualitative methods in order to better serve youth researchers in the twenty-first century. The texts included in this collection offer honest and open accounts of searching for, assembling, testing, and rejecting creative, well-known, or unconventional techniques from various methodical homes. As is emphasized in the title, this is not so much an overview as an inquiry into conducting youth research in an environment that is constantly transforming. Researchers are always seeking out the best ways to capture and (co)-produce meaning that can be used for the greater good. This book offers fresh interpretations of, and feedback on, inventive combinations of methods, research questions and theoretical frameworks. It will be of interest to all who work in youth studies and sociology, and particularly useful to postgraduate students, junior scholars, and established researchers seeking to branch out into new terrain.

    • Philosophy & theory of education
      March 2006

      Ethnographic and Qualitative Research in Education

      Proceedings of the Seventeenth Annual Conference

      by Editor(s): Patricia Brewer and Michael Firmin

      Inquiry into the complexity of human interaction is the basis of educational research. How do we determine the circumstances of interaction that lead to relevant and productive learning environments? How can we begin to address the complexities of diversity in our interactions with learners, parents, and each other? How do we obtain needed skills for interpreting the dialogue that accompanies our work? The first part of this volume [chapters 1-6] explores the theme of communication and interaction in very diverse settings, from the tennis court (Arem) to the architect's studio (Popov). Two studies review cultural factors associated with student life on college campuses (Hughey and Sims) while Sperry, et.al. and Yamakawa, et.al. focus specifically on the role of dialogue. Action research, that which is designed to fill the gap between theory and practice, is represented in the second section [chapters 7-12]. Here, researchers explore a variety of professional concerns but are particularly focused on improvement of teacher education, whether at the point of preparation (Capobianco, et.al.), early professional experiences (Hamilton and Rademaker), or teacher continuing education (Hampton, et.al. and Raffanti). Palladino and Swafford examine educator-family relationships and factors that may affect that aspect of professional work.The collection appropriately closes with a series of projects that examine the instruction of qualitative research methods at colleges and universities [chapters 13-15]. As Peter Demerath notes in the keynote address, ethnographic and qualitative research methods continue to be scrutinized heavily in this age of education accountability. Current trends and predictions of "what works" rarely agree that evidence from qualitative inquiry is sufficient to explore important issues of teaching and learning. Through qualitative study, however, educators can systematically evaluate the learning environment, the instructional methods, and the results of students' collective experience. Improving the instruction of qualitative methods becomes an essential part of our curriculum, as well as a tool for our own professional practice. In this section, Firmin provides an introduction to teaching the reiterative process of qualitative inquiry and Zagumny reports on initiatives to promote qualitative inquiry in a technology school setting that prefers quantitative inquiry. Hockett, et. al. provide a rich description of "double loop" learning through a research project that documents the experiences of instructors and students who are engaged in a qualitative methods course. All represent the inextricable link between process and content, that which forms the foundation of qualitative research in education.

    • Physiotherapy
      April 2013

      Understanding Physiotherapy Research

      by Author(s): Chris Littlewood and Stephen May

      Understanding Physiotherapy Research by Littlewood and May is an introductory level text that aims to be accessible and understandable to all physiotherapists who appreciate the need to integrate research evidence into their practice.The requirement for physiotherapists to engage with evidence-based practice has never been more apparent and the benefits of such an approach are clear. Evidence derived from research is a cornerstone of evidence-based practice, but before such evidence can be incorporated into an evidence-based paradigm, it should be appraised and its trustworthiness and applicability considered. This means that evidence-based physiotherapy practitioners need to be aware of the inherent strengths and limitations of research studies and what these mean for their practice.However, this is not always a straightforward process and it is not uncommon for both novice and experienced physiotherapists to become lost in the language of research. To facilitate the evolution of evidence-based physiotherapy practice, this book aims to bridge the gap by presenting a clinically focused range of methodological discussions in relation to specific research study designs in physiotherapy. The intention of the book is to offer a platform upon which readers can develop their understanding of meaningful critical appraisal and consequently gain confidence when reading published research.

    • Education
      April 2015

      Learning Progressions for Maps, Geospatial Technology, and Spatial Thinking

      A Research Handbook

      by Editor(s): Michael N. Solem, Niem Tu Huynh, Richard G. Boehm

      As an approach to educational research, learning progressions offer considerable potential for investigating how children develop an understanding of geographic concepts and practices across grade bands and in relation to national geography standards. With funding support from the US National Science Foundation, this book was created as a resource for researching learning progressions for maps, geospatial technology and spatial thinking. Featuring contributions from experts in geography, math and science education, the book’s chapters offer advice, examples and guidance on the following topics: • Definitions of learning progressions with examples from geography, math and science education;• Discussion of relevant research on spatial cognition, map learning and GIS education;• Approaches to constructing samples and assessment items for quantitative studies;• Demonstration of how to perform validity tests of research instruments;• Demonstration and practice of qualitative methods, including clinical interviews;• How to interpret quantitative and qualitative data;• Common errors, pitfalls and obstacles in learning progressions research;• Strategies for working with teachers and students in K-12 classrooms.The interdisciplinary nature of the book will appeal to graduate students, higher education faculty and school teachers in several subject areas.

    • Theory of architecture
      February 2015

      Doctoral Education in Architecture

      Challenges and Opportunities

      by Editor(s): Gülsün Sağlamer, Fatma Erkök

      The importance of innovation and technology today brings with it a need for change in the definition of doctoral education, in the training of researchers, doctoral research itself, and in the dissemination areas targeted by doctoral theses. In Europe, doctoral education is the focus of wide-ranging reform in order to achieve coherence in higher education. Doctoral Education in Architecture: Challenges and Opportunities deals with a topic on which there is currently little literature available. While there are a considerable number of publications on doctoral education in general and in country-specific contexts, field-specific publications are rare. This book contains data obtained from a pilot study set up by the editors on “The Nature and Structure of Doctoral Studies in Architecture”, as well as excerpts from a workshop based on this study, held at Istanbul Technical University Faculty of Architecture. It includes excerpts from the discussion sessions and contributions on contexts, conditions, and problems in architectural schools in several European countries.This volume provides an overview and insight for future challenges for doctoral education in the field of architecture.Contributors include: Gülsün Sağlamer; Fatma Erkök; Gary Moore; Kemal Gürüz; Hans Beunderman; Murray Fraser; Stefan Simion; Katalin Marótzy; Vilma Hastaoglou-Martinidis; Georgios Papakostas; Constantin Spyridonidis; Olivier Masson; Jean Stillemans; Pelin Dursun; and Philip Ursprung.

    • Research methods: general
      November 2014

      Health Outcomes and the Pakistani Population

      by Author(s): Ikhlaq Din

      This book examines dietary habits and physical activity among older people in Mirpur, Pakistan, through an exploration of changes in diet over time, and investigates the cultural enablers and barriers to the participation of older people in physical activity.

    • Literary theory
      July 2007

      Muses and Measures

      Empirical Research Methods for the Humanities

      by Author(s): Willie van Peer, Frank Hakemulder and Sonia Zyngier

      This is a textbook that has been needed for decades. It should be required reading for every student (and professor) in literary studies and, for that matter, in any humanistic discipline. Humanistic methods of inquiry certainly have their place, but all too often humanistic scholars present entire theories and have no idea how to test them or even realize that they should be tested in a scientific manner. Such scholars can only try to convince readers that they are right. It is absurd to use rhetoric when there are perfectly good empirical methods of testing such theories. If they are not so tested, they are quite likely to lead us astray.In a very engaging way, the authors almost seduce readers into wanting to learn about empirical methods and statistics. The book is full of suggested projects for students. Students are led through how to search sources such as PsycInfo in order to get ideas and then gradually introduced to basic statistics and shown in detail how to analyze data that they themselves may have gathered. By focusing on practical matters and not bothering much with formulas that will soon be forgotten, readers are given a good intuitive grasp of not just simple statistics but also statistics at an intermediate level.

    • Research methods: general
      September 2011

      Resolving Classroom Management and School Leadership Issues in ELT

      Action Research Reports from the United Arab Emirates

      by Editor(s): David Prescott

      This book builds on work commenced by the Higher Colleges of Technology (HCT) in the United Arab Emirates, which nurtured a research culture and encouraged young professionals to evaluate practices in the workplace of teaching, the classroom. The current volume takes this further and features the work of mature and experienced teachers who use action research to examine problems and practices in a variety of situations through the prism of leadership and management.The book features two introductory chapters. The first highlights the importance of research for the academy, and in particular for the academies of the United Arab Emirates. The significance of research and publication for the development of quality in education is discussed. Similarly, the twin concerns of learning through investigation and the sharing of that learning through publication are emphasized. Chapter Two gives background to action research and identifies the small but growing body of work in this field in the United Arab Emirates. The particular relevance of action research to leadership and management in English language teaching is discussed, especially the learning capacity that this method of enquiry encompasses.Chapters Three to Ten feature the work of the local researchers. These chapters cover a variety of concerns which can be roughly grouped into management of classroom and teaching issues and broader educational leadership matters. Classroom management issues include making group work more effective, improving students’ out-of-class learning, improving students’ personal responsibility and attendance patterns, stimulating oral participation in class by students and improving student interactivity. The broad leadership matters explore issues of time management, understanding students and developing effective staff meetings.The book concludes with a short chapter of reflection by the eight researcher-authors, written twelve months after the original action research investigations. This section marks the book as special, as retrospective evaluation is rare in education. The chapter shows that the professional development, engagement and enrichment which result from action research are empowering qualities.

    • Music
      February 2014

      Research Methodologies in Music Education

      by Editor(s): Kay Ann Hartwig

      This volume provides an understanding of various research methodologies that have been used in music education projects. These methodologies include: historical research; quantitative research; narrative inquiry; action research; ethnography; case study; interpretative phenomenological analysis; arts-based methods; and mixed methods. Each of these research methodologies is detailed, before examples of music education projects that have used these methodologies are described.A separate chapter is devoted to each methodology, and each chapter has been written by a researcher with extensive experience and knowledge of the methodology in question. The book project is an initiative of the Australian and New Zealand Association for Research in Music Education (ANZARME).This association is the peak body for music research across the two countries. ANZARME promotes and supports all styles of research in all avenues of music education.The book will assist all those who are undertaking research in music education, particularly future researchers in music education, such as postgraduate research students. The text will assist researchers in understanding the many available research methods, and will provide clarity in choosing the most appropriate method for their particular research.

    • Interdisciplinary studies
      December 2008

      Design and Emotion Moves

      by Editor(s): Pieter M.A. Desmet, Jeroen van Erp and MariAnne Karlsson

      Design & Emotion Moves is an edited collection of papers presented at the 5th international Design and Emotion Conference in Gothenburg, Sweden. In spite of the wide variety of angles and approaches, all authors share the basic proposition that in order to understand users (or consumers) and their behaviour, one must understand the affective responses that are involved in the processes of buying, using, and owning products. The book should appeal to anyone interested in understanding emotions involved in human-product relationships, and in techniques that can help utilising these insights in design practice.

    Subscribe to our newsletter