There exists a wealth of ‘how to’ literature aimed at supporting
educational researchers. Books on this
subject range from step-by-step tutorials to sagacious theoretical discussions
of specific research approaches. The
field is also punctuated by a number of seminal texts and definitive tomes,
many of which tend to dominate the bibliographies of education research
reports. So, where does Doing Your Education Research Project stand
in this already saturated market? And
what has it to offer such that it deserves revision and re-release?
Here we have a text aimed at guiding the education researcher,
at whatever stage of their career, through the perils and pitfalls of carrying
out a project. The authors present their
advice through comprehensive discussions of themes and ideas. They include reflective prompts, practical
tips, and well-selected lists of recommended further reading. And, as if to reinforce the systematic nature
of research activity, the book’s chapters have been usefully compiled into
three main sections about planning, carrying out and writing up research:
- Think Before You Do – Planning
- Gathering Your Evidence
- Making Sense of the
Outcomes.
The opening chapter ‘The place of research within the
classroom and school’ introduces and locates the text confidently and
authoritatively. Given the current political
drive towards evidence-informed teaching (pp.6-7), Burton et al neatly justify the development of research skills among the
teaching workforce. They argue that
since teachers, and teacher leaders, must continually strive to improve
practice they need ‘a more enduring and robust capability for change’ (p.15)
through the professional development of research skills.
The book appears to have considered every aspect of research
activity, to some degree. And herein lies
its limitations: it is practically impossible to present a balanced discussion
of all competing themes in just 250 pages.
As a result some readers might feel short-changed by the chapter on
quantitative data analysis, when it is compared with the book’s comprehensive
treatment of qualitative data handling and presentation. Also, some complex, crucial theoretical
devices and concepts are given but a brief mention, which might baffle the
un-initiated and demand exploration of time-consuming sidelines. This will undoubtedly benefit the more eager
component of the book’s readership, by prompting wider reading about historical
and theoretical foundations of modern research paradigms. However, those with little or no research
experience would need some guidance in order to fully access the themes and
ideas in the text.
This is why Doing Your
Education Research Project will make a superb resource as part of a module
of academic study, supported by a tutor’s input. Overall, the book is written with expert
authority; the authors expound the complex and chaotic landscape of education
research with rigour and verve. But they
have also struck the balance between providing guidance, while acknowledging
that researchers must think for themselves, about their own singular route to
success. The result is a book that will
ably encourage and support research students’ independent reading and research.
To conclude, this thoroughly revised and thoughtfully
restructured second edition improves upon what was already a strong text. It is a very good example of an authoritative
guide to research, drawing from a wealth of literature and experience to create
a single comprehensive text for the education research student. Used well, it should ensure that research
activity is thorough and well considered.
If you are searching for a single core research text, covering the complexities
of methodology but with practical advice about conducting educational research,
then look no further – this is the book for you.
Doing Your Education Research Project at Sage
Doing Your Education Research Project on Amazon
Doing Your Education Research Project at Abe Books
Doing Your Education Research Project on Amazon
Doing Your Education Research Project at Abe Books
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Regards, DJA