Social research and statistics Books

Book SynopsisThis book expands the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being. This book stresses that learning is much more than just accumulating knowledge and skills. Learning includes knowing ourselves—mind, body, and spirit. The learning of compassion, care, and service are as crucial or even more important in higher education in order for universities to address students’ individual needs and the society’s needs. Higher education must contribute to a better world. The book acknowledges that knowing not only comes from outside, but also comes from within. Wisdom is what guides students to be whole, true to themselves while learning. There are many ancient and modern approaches to gaining wisdom and wellness. This book talks about contemplative methods, such as meditation, qigong, yoga, arts, and dance, that help people gain wisdom and balance in their lives and enhance their ability to be reflective and transformative educators and learners.

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Book SynopsisA team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analysed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.

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Book SynopsisA team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analysed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.

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Book SynopsisHigher education is facing many challenges, not least of which is retaining excellent faculty and cultivating their continued professional growth. This book explicitly ties the literature to the practical concerns and recommendations related to applying the reflective process in a college setting. In this way, the theories and empirical findings of the most recent literatures are linked to practical recommendations. The reflective tools described in this book provide an important resource for faculty’s reflective practice. Unlike other books on the topic, the model developed and presented in this book allows for the reflective process to validate faculty's previous actions or accomplishments and maintain these practices. In other words, the endpoint of reflective process supports self-satisfaction. Instead of a deficit model, the focus is development.In this comprehensive volume, readers discover the seminal and the recent research in reflective practice drawn from a wide range of sources, including the authors’ recent research findings on college teachers’ reflection.

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Book SynopsisHigher education is facing many challenges, not least of which is retaining excellent faculty and cultivating their continued professional growth. This book explicitly ties the literature to the practical concerns and recommendations related to applying the reflective process in a college setting. In this way, the theories and empirical findings of the most recent literatures are linked to practical recommendations. The reflective tools described in this book provide an important resource for faculty’s reflective practice. Unlike other books on the topic, the model developed and presented in this book allows for the reflective process to validate faculty's previous actions or accomplishments and maintain these practices. In other words, the endpoint of reflective process supports self-satisfaction. Instead of a deficit model, the focus is development.In this comprehensive volume, readers discover the seminal and the recent research in reflective practice drawn from a wide range of sources, including the authors’ recent research findings on college teachers’ reflection.

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Book SynopsisIn an era of accountability and increased demand of literacy competency, this book provides examples of how teacher educators and teachers have come together to learn from each other and from English learners. The chapters in this book follow a teacher learning framework that highlights joint work, features inquiry into practice and integrates disciplinary content knowledge with culturally and linguistically responsive teaching.While the chapters feature different venues for teacher learning, they all depict the process of teachers and teacher educators striving to integrate English learner instruction into mainstream teacher education. This book will be a resource for faculty in teacher education programs and for administrative personnel in school districts to illustrate the process of building authentic collaborations that can improve teacher learning and understanding about English learner instruction.

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Book SynopsisIn an era of accountability and increased demand of literacy competency, this book provides examples of how teacher educators and teachers have come together to learn from each other and from English learners. The chapters in this book follow a teacher learning framework that highlights joint work, features inquiry into practice and integrates disciplinary content knowledge with culturally and linguistically responsive teaching.While the chapters feature different venues for teacher learning, they all depict the process of teachers and teacher educators striving to integrate English learner instruction into mainstream teacher education. This book will be a resource for faculty in teacher education programs and for administrative personnel in school districts to illustrate the process of building authentic collaborations that can improve teacher learning and understanding about English learner instruction.

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Book SynopsisLife Stories: Exploring Issues in Educational History Through Biography consists of 13 essays, each of which offers perspective on one of four key questions that have long drawn scholarly attention: What should schools teach? Who gets to decide? How should educators adapt to a changing world to provide opportunity for all students? How should educators' experiences be interpreted for future audiences? The book is written to commemorate the thirtieth anniversary of the International Society for Educational Biography and its journal, Vitae Scholasticae. All of the essays have appeared in the journal, and they are set in a variety of educational environments that span 174 years. Taken together, the essays demonstrate the important contributions that biography can make to educational history. Life Stories will be of interest to educational biographers and historians for use in their own scholarly work. Instructors may also consider assigning Life Stories as a required text in educational history courses.

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Book SynopsisLife Stories: Exploring Issues in Educational History Through Biography consists of 13 essays, each of which offers perspective on one of four key questions that have long drawn scholarly attention: What should schools teach? Who gets to decide? How should educators adapt to a changing world to provide opportunity for all students? How should educators' experiences be interpreted for future audiences? The book is written to commemorate the thirtieth anniversary of the International Society for Educational Biography and its journal, Vitae Scholasticae. All of the essays have appeared in the journal, and they are set in a variety of educational environments that span 174 years. Taken together, the essays demonstrate the important contributions that biography can make to educational history. Life Stories will be of interest to educational biographers and historians for use in their own scholarly work. Instructors may also consider assigning Life Stories as a required text in educational history courses.

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Book SynopsisWhat is wrong with young people today? This question has captured the concerns of the older generation about the habits and attitudes of the adolescents in their midst. The assumption is that there is indeed something wrong with young people. Even Plato must have rolled his eyes, as he relates his diatribe about the adolescents of Greece. Is the current generation of adolescents less motivated or less focused than their parents? How will they respond to the challenges facing them as they progress to adulthood? When, in fact, do they become adults? Although every generation draws upon their own unique and varied experiences, the speed of our current societal changes has created a very different adolescent passage for contemporary youth than ever before.The world as we know it has changed significantly and because of it, much of today’s youth is decidedly different from their parents. Adolescence itself has shifted dramatically. Young children are displaying adolescent behaviors well before they are ready to act on or understand their meaning, and older adolescents are staying perpetual children. As one writer put it, “the conveyer belt that transported adolescents into adulthood has broken down”. This book provides an interdisciplinary collection of research on the constants and challenges faced by young people today. Failure to launch? Social media? Economic stagnation? For the generation that is coming of age in a post-terrorist world and in the midst of economic upheaval, the challenges might seem insurmountable. However, in this book, scholars from across the academy, from sociology, psychology, education, philosophy, science, and business, explain how the young people today are responding to the constants of growth and change in adolescence and the unique challenges of life in the 21st century.

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Book SynopsisWhat is wrong with young people today? This question has captured the concerns of the older generation about the habits and attitudes of the adolescents in their midst. The assumption is that there is indeed something wrong with young people. Even Plato must have rolled his eyes, as he relates his diatribe about the adolescents of Greece. Is the current generation of adolescents less motivated or less focused than their parents? How will they respond to the challenges facing them as they progress to adulthood? When, in fact, do they become adults? Although every generation draws upon their own unique and varied experiences, the speed of our current societal changes has created a very different adolescent passage for contemporary youth than ever before.The world as we know it has changed significantly and because of it, much of today’s youth is decidedly different from their parents. Adolescence itself has shifted dramatically. Young children are displaying adolescent behaviors well before they are ready to act on or understand their meaning, and older adolescents are staying perpetual children. As one writer put it, “the conveyer belt that transported adolescents into adulthood has broken down”. This book provides an interdisciplinary collection of research on the constants and challenges faced by young people today. Failure to launch? Social media? Economic stagnation? For the generation that is coming of age in a post-terrorist world and in the midst of economic upheaval, the challenges might seem insurmountable. However, in this book, scholars from across the academy, from sociology, psychology, education, philosophy, science, and business, explain how the young people today are responding to the constants of growth and change in adolescence and the unique challenges of life in the 21st century.

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Book SynopsisOver the last 35 years, studies focusing in young children’s knowledge about the mental world have developed into an important area. This body of social knowledge is called theory of mind, which refers to the individuals’ ability to interpret and anticipate the other individuals’ thinking, feeling, and behavior based on their interpretation of the situation. Many researchers and theorists believe that a representational theory of mind offers a basis for various critical facets of social-cognitive performance, such as teaching and learning, lying and pretending, making and keeping friends, and social learning more generally. The purpose of this volume is to share a collection of research strands on theory of mind research. It describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children’s Theory of Mind.For several decades scholarly research on theory of mind has been flourishing and a collection of new publication outlets have emerged such as the ones reviewed in the volume, which offers a thorough critical analysis of the research in contemporary perspectives on research in theory of mind in early childhood education. The researchers who conducted the critical analyses of the research focused on understanding the mind in relation to (1) young children, (2) several assessment procedures, (3) metacognitive and neuroscientific processes, (3) emotion and educational representations, (4) interaction of social and cultural elements, and (5) inferences and future research directions. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood theory of mind in a specific area of study.

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Book SynopsisOver the last 35 years, studies focusing in young children’s knowledge about the mental world have developed into an important area. This body of social knowledge is called theory of mind, which refers to the individuals’ ability to interpret and anticipate the other individuals’ thinking, feeling, and behavior based on their interpretation of the situation. Many researchers and theorists believe that a representational theory of mind offers a basis for various critical facets of social-cognitive performance, such as teaching and learning, lying and pretending, making and keeping friends, and social learning more generally. The purpose of this volume is to share a collection of research strands on theory of mind research. It describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children’s Theory of Mind.For several decades scholarly research on theory of mind has been flourishing and a collection of new publication outlets have emerged such as the ones reviewed in the volume, which offers a thorough critical analysis of the research in contemporary perspectives on research in theory of mind in early childhood education. The researchers who conducted the critical analyses of the research focused on understanding the mind in relation to (1) young children, (2) several assessment procedures, (3) metacognitive and neuroscientific processes, (3) emotion and educational representations, (4) interaction of social and cultural elements, and (5) inferences and future research directions. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood theory of mind in a specific area of study.

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Book SynopsisDeveloping and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference. The title of this volume, derived from the theme of the 2012 conference co-sponsored by American Association of Adult and Continuing Education (AAACE) in Las Vegas, NV, encompasses significant issues and questions at the forefront of the field of adult education. At the conference, scholars, practitioners, and adult educators gave presentations and received feedback on some of the most significant and timely issues in their praxis. The Alliance, which values collaboration, transformative dialogue, and collegiality among professionals, considers this volume a continuation of those conversations as the presentations were expanded into chapters.This volume confirms not only that adult learning, higher education, and both fields of research have many contexts, but also that there is so much more to learn about different perspectives and opportunities for research and practice. Opportunities for symbiotic relationship abound. This book will provide needed refreshment and new vision when engaging in program and course planning, design and teaching. When research ideas seem too similar, this volume will also provide many seeds for new opportunities.

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Book SynopsisDeveloping and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference. The title of this volume, derived from the theme of the 2012 conference co-sponsored by American Association of Adult and Continuing Education (AAACE) in Las Vegas, NV, encompasses significant issues and questions at the forefront of the field of adult education. At the conference, scholars, practitioners, and adult educators gave presentations and received feedback on some of the most significant and timely issues in their praxis. The Alliance, which values collaboration, transformative dialogue, and collegiality among professionals, considers this volume a continuation of those conversations as the presentations were expanded into chapters.This volume confirms not only that adult learning, higher education, and both fields of research have many contexts, but also that there is so much more to learn about different perspectives and opportunities for research and practice. Opportunities for symbiotic relationship abound. This book will provide needed refreshment and new vision when engaging in program and course planning, design and teaching. When research ideas seem too similar, this volume will also provide many seeds for new opportunities.

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Book SynopsisEducating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

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Book SynopsisEducating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

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Book SynopsisThe current movement toward more and better research experiences for undergraduates has spread across disciplines in the arts, humanities, science, mathematics, and engineering beyond the “research university” to the full range of post-secondary institutions of higher education. Along with this spread of practice is the need to take stock of the programs and make use of evaluation to inform program improvement and to communicate an understanding of the worth of the program to funders, institutional administrators, faculty/mentors, and students.The main aim of the book is to provide a practical guide for planning an evaluation of an undergraduate experience program. The intent is to enable a program director to plan with a team consisting of an internal evaluator and program staff, a systematic and rigorous study of the program (processes, products, organizational dynamics, etc.) including the gathering and analysis of information that is context-sensitive, and connected to an argument and justification for descriptive, causal, and practice-useful claims. It is useful for a program director to contract with an evaluator. It is specific to the field of undergraduate research experience while being useful for other fields. It places strong emphasis on how to find and specify evaluation questions that yield information that has high leverage for program improvement and demonstrating the effectiveness and worth of the program. A measure of attitude toward evaluation allows you to reflect on your leanings evaluation orientations such as formative/summative, process/product, preordinate goals/emergent goals, and other characteristics of approaches to and confidence in evaluation.The main readership is targeted to directors and developers of undergraduate research experience programs. While the examples are mainly in the undergraduate research experience, it will be found useful for instructors of courses in project evaluation and beginning level evaluators. The usefulness of the book is enhanced by a checklist in the final chapter that integrates the approaches from throughout the book referencing the earlier discussions.

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Book SynopsisThe current movement toward more and better research experiences for undergraduates has spread across disciplines in the arts, humanities, science, mathematics, and engineering beyond the “research university” to the full range of post-secondary institutions of higher education. Along with this spread of practice is the need to take stock of the programs and make use of evaluation to inform program improvement and to communicate an understanding of the worth of the program to funders, institutional administrators, faculty/mentors, and students.The main aim of the book is to provide a practical guide for planning an evaluation of an undergraduate experience program. The intent is to enable a program director to plan with a team consisting of an internal evaluator and program staff, a systematic and rigorous study of the program (processes, products, organizational dynamics, etc.) including the gathering and analysis of information that is context-sensitive, and connected to an argument and justification for descriptive, causal, and practice-useful claims. It is useful for a program director to contract with an evaluator. It is specific to the field of undergraduate research experience while being useful for other fields. It places strong emphasis on how to find and specify evaluation questions that yield information that has high leverage for program improvement and demonstrating the effectiveness and worth of the program. A measure of attitude toward evaluation allows you to reflect on your leanings evaluation orientations such as formative/summative, process/product, preordinate goals/emergent goals, and other characteristics of approaches to and confidence in evaluation.The main readership is targeted to directors and developers of undergraduate research experience programs. While the examples are mainly in the undergraduate research experience, it will be found useful for instructors of courses in project evaluation and beginning level evaluators. The usefulness of the book is enhanced by a checklist in the final chapter that integrates the approaches from throughout the book referencing the earlier discussions.

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Book SynopsisThis volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. The volume has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education. The chapters can be used to generate conversation about researching the enacted mathematics curriculum, including similarities and differences in the variables that can and should be studied across various curricula. As such, it might be used by a curriculum project team as it outlines a research agenda for curriculum or program evaluation. It might also be used as a text in a university graduate course on curriculum research and design.The chapters in this volume are a natural complement to those in Approaches to Studying the Enacted Mathematics Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), also published by Information Age Publishing. While the present volume focuses on a range of issues related to researching the enacted mathematics curriculum, including theoretical and conceptual issues, the volume by Heck et al. provides insights into different instrumentations used by groups of researchers to study curriculum enactment.

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Book SynopsisThis volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. The volume has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education. The chapters can be used to generate conversation about researching the enacted mathematics curriculum, including similarities and differences in the variables that can and should be studied across various curricula. As such, it might be used by a curriculum project team as it outlines a research agenda for curriculum or program evaluation. It might also be used as a text in a university graduate course on curriculum research and design.The chapters in this volume are a natural complement to those in Approaches to Studying the Enacted Mathematics Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), also published by Information Age Publishing. While the present volume focuses on a range of issues related to researching the enacted mathematics curriculum, including theoretical and conceptual issues, the volume by Heck et al. provides insights into different instrumentations used by groups of researchers to study curriculum enactment.

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Book SynopsisThe purposes of this book are rooted in the move from invisibility to visibility and silence to voice. This work uses auto ethnography as an enterprise to break down traditional barriers that support the invisibility of diverse epistemologies (Altheide & Johnson,2011). The reality of invisibility and silence has plagued scholars of colour in their attempt to make known the cultural significance found in the planning and execution of research. As a result, this book purposes to support the visibility and voice of scholars of colour who conduct auto ethnographic research from a racial, gendered, and critical theoretical framework. This work further supports the research community as it examines and re-examines culturally indigenous epistemologies as a viable vehicle for rigorous and authentic inquiry (Dillard, 2000).The significance of this book can be grafted from its attention to new ways of thinking about doing research. While much of the previous scholarship on auto ethnography highlights the importance of personal narrative and voice, this book includes the latter but also examines the concept of race and culture as undisputable factors in the doing of research. Burdell & Swadener (1999) contends that auto ethnography should interrogate the subjective nature and question master narratives and empirical assumptions. Spry (2011) emphasizes auto ethnography as a moral discourse that foster intimate experiences grounded in historical processes. Authoethnographic research then, has the potential to provide a lens by which researchers can delve into research with a greater sense of personal experiences and critical understanding of the inquiry context.

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Book SynopsisThe purposes of this book are rooted in the move from invisibility to visibility and silence to voice. This work uses auto ethnography as an enterprise to break down traditional barriers that support the invisibility of diverse epistemologies (Altheide & Johnson,2011). The reality of invisibility and silence has plagued scholars of colour in their attempt to make known the cultural significance found in the planning and execution of research. As a result, this book purposes to support the visibility and voice of scholars of colour who conduct auto ethnographic research from a racial, gendered, and critical theoretical framework. This work further supports the research community as it examines and re-examines culturally indigenous epistemologies as a viable vehicle for rigorous and authentic inquiry (Dillard, 2000).The significance of this book can be grafted from its attention to new ways of thinking about doing research. While much of the previous scholarship on auto ethnography highlights the importance of personal narrative and voice, this book includes the latter but also examines the concept of race and culture as undisputable factors in the doing of research. Burdell & Swadener (1999) contends that auto ethnography should interrogate the subjective nature and question master narratives and empirical assumptions. Spry (2011) emphasizes auto ethnography as a moral discourse that foster intimate experiences grounded in historical processes. Authoethnographic research then, has the potential to provide a lens by which researchers can delve into research with a greater sense of personal experiences and critical understanding of the inquiry context.

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Book SynopsisRacial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE)should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

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Book SynopsisRacial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE)should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

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Book SynopsisEarly in her extraordinary career, Deborah Stone wrote Policy Paradox, a landmark work on politics. Now, in Counting, she revolutionises how we approach numbers and shows how counting shapes the way we see the world. Most of us think of counting as a skill so basic that we see numbers as objective, indisputable facts. Not so, says Stone. In this playful-yet-probing work, Stone reveals the inescapable link between quantifying and classifying, and explains how counting determines almost every facet of our lives—from how we are evaluated at work to how our political opinions are polled to whether we get into higher education or even out of prison. But numbers, Stone insists, need not rule our lives. Especially in this age of big data, Stone’s work is a pressing and spirited call to reclaim our authority over numbers, and to take responsibility for how we use them.

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Book SynopsisThe most comprehensive and most up-to-date one-volume reference work available on U.S. states.Salem Press's popular The Fifty States is designed to serve the needs of students, researchers, and the general public seeking historical and current statistical information on individual American states.

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Book SynopsisThis volume of the Research in Global Child Advocacy Series explores participatory methodologies and tools that involve children in research. Perspectives on the role of children have transitioned from viewing children as objects of research, to children as subjects of research, to acknowledgement of children as competent contributors and agents throughout the inquiry process. Researchers continue to explore approaches that honor the capacity of children, drawing on diverse methodologies to elevate children’s voices and actively engage them in the production of knowledge. Nonetheless, despite these developments, questions over the extent to which children can be free of adult filters and influence merits sustained scholarly attention. The book includes chapters that critically examine methodological approaches that empower children in the research process. Contributions include empirical or practitioner pieces that operate from an empowerment paradigm and demonstrate the agenic capacity of children to contribute their perspectives and voices to our understanding of childhood and children’s lives. The text also features conceptual pieces that challenge existing theoretical frameworks, critique research paradigms, and analyze dilemmas or tensions related to ethics, policy and power relations in the research process.

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Book SynopsisThis volume of the Research in Global Child Advocacy Series explores participatory methodologies and tools that involve children in research. Perspectives on the role of children have transitioned from viewing children as objects of research, to children as subjects of research, to acknowledgement of children as competent contributors and agents throughout the inquiry process. Researchers continue to explore approaches that honor the capacity of children, drawing on diverse methodologies to elevate children’s voices and actively engage them in the production of knowledge. Nonetheless, despite these developments, questions over the extent to which children can be free of adult filters and influence merits sustained scholarly attention. The book includes chapters that critically examine methodological approaches that empower children in the research process. Contributions include empirical or practitioner pieces that operate from an empowerment paradigm and demonstrate the agenic capacity of children to contribute their perspectives and voices to our understanding of childhood and children’s lives. The text also features conceptual pieces that challenge existing theoretical frameworks, critique research paradigms, and analyze dilemmas or tensions related to ethics, policy and power relations in the research process.

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Book SynopsisThe Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education. Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools.

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Book SynopsisThe Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education. Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools.

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Book SynopsisThe series, Contemporary Perspectives on Data Mining, is composed of blind refereed scholarly research methods and applications of data mining. This series will be targeted both at the academic community, as well as the business practitioner.Data mining seeks to discover knowledge from vast amounts of data with the use of statistical and mathematical techniques. The knowledge is extracted from this data by examining the patterns of the data, whether they be associations of groups or things, predictions, sequential relationships between time order events or natural groups.Data mining applications are in marketing (customer loyalty, identifying profitable customers, instore promotions, e-commerce populations); in business (teaching data mining, efficiency of the Chinese automobile industry, moderate asset allocation funds); and techniques (veterinary predictive models, data integrity in the cloud, irregular pattern detection in a mobility network and road safety modeling.)

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Book SynopsisThe series, Contemporary Perspectives on Data Mining, is composed of blind refereed scholarly research methods and applications of data mining. This series will be targeted both at the academic community, as well as the business practitioner.Data mining seeks to discover knowledge from vast amounts of data with the use of statistical and mathematical techniques. The knowledge is extracted from this data by examining the patterns of the data, whether they be associations of groups or things, predictions, sequential relationships between time order events or natural groups.Data mining applications are in marketing (customer loyalty, identifying profitable customers, instore promotions, e-commerce populations); in business (teaching data mining, efficiency of the Chinese automobile industry, moderate asset allocation funds); and techniques (veterinary predictive models, data integrity in the cloud, irregular pattern detection in a mobility network and road safety modeling.)

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Book SynopsisThe significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures. Simply scan the applied literature and one can see evidence of this trend by noticing the number of articles adopting multilevel models as their primary modeling framework. Helping to drive the popularity of their use, governmental funding agencies continue to advocate the use of multilevel models as part of a comprehensive analytic strategy for conducting rigorous and relevant research to improve our nation’s education system.Advances in Multilevel Modeling for Educational Research: Addressing Practical Issues Found in Real?World Applications is a resource intended for advanced graduate students, faculty and/or researchers interested in multilevel data analysis, especially in education, social and behavioral sciences. The chapters are written by prominent methodological researchers across diverse research domains such as educational statistics, quantitative psychology, and psychometrics. Each chapter exposes the reader to some of the latest methodological innovations, refinements and state?of?the?art developments and perspectives in the analysis of multilevel data including current best practices of standard techniques.We believe this volume will be particularly appealing to researchers in domains including but not limited to: educational policy and administration, educational psychology including school psychology and special education, and clinical psychology. In fact, we believe this volume will be a desirable resource for any research area that uses hierarchically nested data. The book will likely be attractive to applied and methodological researchers in several professional organizations such as the American Educational Research Association (AERA), the American Psychological Association (APA), the American Psychological Society (APS), the Society for Research on Educational Effectiveness (SREE), and other related organizations.

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Book SynopsisThe significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures. Simply scan the applied literature and one can see evidence of this trend by noticing the number of articles adopting multilevel models as their primary modeling framework. Helping to drive the popularity of their use, governmental funding agencies continue to advocate the use of multilevel models as part of a comprehensive analytic strategy for conducting rigorous and relevant research to improve our nation’s education system.Advances in Multilevel Modeling for Educational Research: Addressing Practical Issues Found in Real?World Applications is a resource intended for advanced graduate students, faculty and/or researchers interested in multilevel data analysis, especially in education, social and behavioral sciences. The chapters are written by prominent methodological researchers across diverse research domains such as educational statistics, quantitative psychology, and psychometrics. Each chapter exposes the reader to some of the latest methodological innovations, refinements and state?of?the?art developments and perspectives in the analysis of multilevel data including current best practices of standard techniques.We believe this volume will be particularly appealing to researchers in domains including but not limited to: educational policy and administration, educational psychology including school psychology and special education, and clinical psychology. In fact, we believe this volume will be a desirable resource for any research area that uses hierarchically nested data. The book will likely be attractive to applied and methodological researchers in several professional organizations such as the American Educational Research Association (AERA), the American Psychological Association (APA), the American Psychological Society (APS), the Society for Research on Educational Effectiveness (SREE), and other related organizations.

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Book SynopsisThe Davis Conference on Organizational Research, held for the last 15 years, is the world’s leading conference for qualitative researchers in organizational studies. Scholars receiving the “Best presentation awards” at the Davis Conference for the past 6 years have contributed chapters to this volume. These papers explore social relationships in organizations and work, and cover a diverse set of topics ranging from boundary spanning in collaboration and teamwork to embodied competence at work and beliefs about availability among professionals. Yet all the papers are similar in that they benefited from the community of over 150 scholars developed through the Davis Conference, and represent qualitative research at its very best.

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Book SynopsisThe Davis Conference on Organizational Research, held for the last 15 years, is the world’s leading conference for qualitative researchers in organizational studies. Scholars receiving the “Best presentation awards” at the Davis Conference for the past 6 years have contributed chapters to this volume. These papers explore social relationships in organizations and work, and cover a diverse set of topics ranging from boundary spanning in collaboration and teamwork to embodied competence at work and beliefs about availability among professionals. Yet all the papers are similar in that they benefited from the community of over 150 scholars developed through the Davis Conference, and represent qualitative research at its very best.

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Book SynopsisBringing together researchers from geographically, culturally, and linguistically diverse regions, Indigenous Knowledge Systems and Research Methodologies offers practical guidance and lessons learned from research projects in and with Indigenous communities around the world. With an aim to examine issues of power, representation, participation, and accountability in studies involving Indigenous populations, the contributors reflect on their own experiences conducting collaborative research in distinct yet related fields. The book is anchored by specific themes: exploring decolonizing methodological paradigms, honoring Indigenous knowledge systems, and growing interdisciplinary collaboration toward Indigenous self-determination.This volume makes a significant contribution to Indigenous community as well as institutional scholarly and practical discussions by emphasizing guidance and questions from Indigenous scholars who are designing studies and conducting research that is moving the field of Indigenous research methodologies forward. Discussing challenges and ideas regarding research ethics, data co-ownership, data sovereignty, and dissemination strategies, this text is a vital resource for all students interested in the application of what can be gained from Indigenous research methods.Features: Presents proposals and visions for research with Indigenous communities that include both methodological and practical considerations. Draws on the experiences of the co-editors in developing and teaching research methods courses for Indigenous graduate studentsincludes features such as section introductions, questions for critical thought, and key terms.

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Book SynopsisIndigenous Research Design is an interdisciplinary text that explores how researchers reimagine research paradigms, frameworks, designs, and methods. Building upon the theories and research teachings presented by Indigenous Peoples in Indigenous Knowledge Systems and Research Methodologies, editors Elizabeth Sumida Huaman and Nathan D. Martin present practical formations and applications of Indigenous research for a variety of community, student, professional, and educational projects.With contributions from a broad selection of Indigenous scholars across disciplines and continents, this collection shares research stories and innovations directly linked to Indigenous Peoples' lived experiences. The contributors ask researchers to rethink how their work is gathered, interpreted, and presented while providing guidance for how Indigenous knowledges and critiques inform each element and stage of the research process. This volume aims to inspire new and Indigenous-led ways of thoughtfully developing research questions, conceptualizing qualitative research paradigms, and collecting, analyzing, and disseminating data.Equipped with chapter learning objectives, critical reflection questions, a glossary, and featuring a foreword written by Manulani Aluli Meyer, this engaging text is a vital addition to the field of research methods and essential reading for any aspiring and established researchers, including university and college students who encounter qualitative and mixed-methods research in their respective disciplines.Trade Review"A unique collection that considers multiple ways of conducting Indigenous-based approaches to research and honours perspectives from various Indigenous researchers from across the globe."—Dr. Marlyn Bennett, Associate Professor, Faculty of Social Work, Werklund School of Education, University of Calgary"Indigenous Research Design is a compelling compilation of Indigenous scholarship that calls on researchers to critically reassess and broaden their methodologies. This meticulously curated collection offers an exploration into Indigenous knowledge systems, providing an in-depth investigation of Indigenous research processes. It covers a wide range of topics, from research question formulation and innovative research methodologies to researcher positionalities, ethical considerations, and research dissemination. This volume is a must-read for researchers of all disciplines and an invaluable resource for use in research methods courses."—Dr. Fenot Aklog, Director of Monitoring Evaluation and Research, Institute for Student Achievement, Adjunct Associate Professor, CUNY-CSI"This text showcases diversity of Indigenous research approaches and how together they enrich knowledge construction, application, and sharing to establish sustainable knowledge justice and positive social change locally and globally."—Dr. Francis Adu-Febiri, Sociology Professor, Social Sciences Department at Camosun College and author of First Nations Students Talk Back: Voices of a Learning PeopleTable of Contents Artist Statement ForewordPart I – Indigenous Research Designs: Methodologies, Contexts, and Visions Chapter 1 – Design for Life: Decoloniality and Research for Infinite Possibility Chapter 2 – On Reframing or Transcending Colonial and Other Patterns in Life Chapter 3 – Shaping Research Preparation and Design Through Indigenous Storywork Chapter 4 – Deciding in Relation with Community: An Indigenous Studies Critique of the Canadian Indigenous Methodologies FieldPart II – Research Questions: Origins of Thought, Epistemologies, and Purposes Chapter 5 – Killing Kin/Haunting Life: Towards Indigenous Vocabularies of Loss and Repair Chapter 6 – Re-imagining Two Laws within Indigenous Research: Truth Telling Beyond Australia's Climate Crisis in South West Gulf Country, Northern Territory Chapter 7 – Ngā hua o te wānanga: The Fruits of wānanga Chapter 8 – Kakala Research Framework: a Garland in Celebration of a Decade of Re-educating, Reconceptualizing, Re-thinking, and RedesigningPart III – Research Lenses and Research Approaches: Relationships, Innovations, and De-linkings Chapter 9 – Naagdowendiwin as a Methodological Approach to Research Chapter 10 – Māori Data is a Taonga Chapter 11 – Pueblo Reclamation of Indigenous Research Design Chapter 12 – Indigeneity as Analytic: Recentring Ethnography through Indigenous Experience Chapter 13 – Using A Guarani-Window to Decolonize Qualitative Research in Rural ParaguayPart IV – Researcher Positionalities and Ethics: Ontologies Beyond Identity Chapter 14 – Putting Research into the Heart: Relationality in Lakota-Based Research Chapter 15 – Walking in My Mother's Footsteps: Nêhiýaw Resurgence Research Chapter 16 – Afrocentric Research Ethics: Decolonial Possibilities for Indigenous Research and Research Design Chapter 17 – Confronting Academic Colonialism: Reflections on my Role as an Ainu ResearcherPart V– Research Partnerships and Research Applications: Holographic Epistemologies and Pluriversalities Chapter 18 – Marriage of Emancipation by Turning to the Tindanam: Research that Moves with the Movement in Indigenous Resistance to Large-Scale Mining in Upper East Region of Ghana Chapter 19 – Engaged Ethnographic Research with Indigenous Communities: Insights from a Language Policy Study in Nepal Chapter 20 – Tribal-University Partnership Methodology for Re-Searching with Manoomin/Psiŋ Chapter 21 – Full Scientific and Indigenous Rigor: Lessons from a COVID-19 Vaccine Trial with Two Tribal Nations Chapter 22 – "You Walk with People, Not Above, Not Below, with Them": Designing Indigenous Teacher Research for Tribal Nation Building Epilogue

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Book SynopsisSocial science researchers in the global South, and in South Africa particularly, utilise research methods in innovative ways in order to respond to contexts characterised by diversity, racial and political tensions, socioeconomic disparities and gender inequalities. These methods often remain undocumented – a gap that this book starts to address. Written by experts from various methodological fields, Transforming Research Methods in the Social Sciences is a comprehensive collation of original essays and cutting-edge research that demonstrates the variety of novel techniques and research methods available to researchers responding to these context-bound issues. It is particularly relevant for study and research in the fields of applied psychology, sociology, ethnography, biography and anthropology. In addition to their unique combination of conceptual and application issues, the chapters also include discussions on ethical considerations relevant to the method in similar global South contexts. Transforming Research Methods in the Social Sciences has much to offer to researchers, professionals and others involved in social science research both locally and internationally.Trade Review… an innovative, fascinating and unique book … The editors should be commended for their conceptualisation in bringing together this diversity of views; the contributors have written excellent, state-of-the-art chapters. It is a fi ne book and I recommend it highly! — Desmond Painter, Department of Psychology, Stellenbosch University … important and interesting research that contains a broad range of chapters on qualitative and quantitative research designs in the global South … an excellent resource for researchers. — Mary van der Riet, Psychology, School of Applied Human Sciences, University of KwaZulu-NatalTable of Contents Tables and figures Preface Acknowledgements Chapter 1 Research as practice: Contextualising applied research in the South African context – Sherianne Kramer, Angelo Fynn and Sumaya Laher Section 1 Quantitative methods Chapter 2 Non-experimental research designs: Investigating the spatial distribution and social ecology of male homicide – Lu-Anne Swart, Sherianne Kramer, Kopano Ratele and Mohamed Seedat Chapter 3 Longitudinal designs: The RANCH-SA study – Kate Cockcroft, Paul Goldschagg and Joseph Seabi Chapter 4 Establishing factorial validity of the Rosenberg Self-Esteem Scale: A cross-sectional design – Malose Makhubela and Solomon Mashegoane Chapter 5 Using the WAIS-III to illustrate test norming strategies for valid cognitive assessment: A non-experimental design – Ann B. Shuttleworth-Edwards Chapter 6 Quasi-experimental designs in applied behavioural health research – Brendon R. Barnes Chapter 7 Experimental research: Randomised control trials to evaluate task-shifting interventions – Goodman Sibeko and Dan J. Stein Chapter 8 Repeated-measures Factorial Design: Exploring working memory interactions in earworms – Thomas Geffen and Michael Pitman Chapter 9 Q Methodology: Patterns of subjectivity in academic misconduct – Gillian Finchilescu and Saloshni MuthalSection 2 Qualitative methods Chapter 10 Systematic case study research in clinical and counselling psychology – David J.A. Edwards Chapter 11 Doing psychobiography: The case of Christiaan Barnard – Roelf van Niekerk, Tracey Prenter and Paul Fouché Chapter 12 Narrative research in career counselling: The career construction interview – Jacobus G. Maree Chapter 13 Interrogating grounded theory in meaning-making of voluntary medical adult male circumcision for HIV prevention – Lynlee Howard-Payne Chapter 14 Feminist approaches: An exploration of women’s gendering experiences – Peace Kiguwa Chapter 15 The power of critical discourse analysis: Investigating female-perpetrated sex abuse victim discourses – Sherianne Kramer Chapter 16 Using ethnomethodology and conversation analysis to study racial social categories in radio talk – Kevin A. Whitehead Chapter 17 Autoethnography: Locating the voice of the self in post-apartheid South Africa – Jeanette Schmid Chapter 18 Genealogy in practice: Labour, discipline and power in the production of the South African mine worker – Brett Bowman, Ian Siemers and Kevin A. WhiteheadSection 3 Transparadigmatic methods Chapter 19 Transformative mixed methods research in South Africa: Contributions to social justice – Brendon R. Barnes Chapter 20 Design research: Developing effective feedback interventions for school-based monitoring – Elizabeth Archer Chapter 21 Appreciative inquiry as transformative methodology: Case studies in health and wellness – Kathryn Nel and Saraswathie Govender Chapter 22 Photovoice methodologies for social justice – Shose Kessi, Debbie Kaminer, Floretta Boonzaier and Despina Learmonth Chapter 23 Action and community-based research: Improving local governance practices through the community scorecard – Diana Sanchez-Betancourt and Elmé Vivier Chapter 24 Trends in social science research in Africa: Rigour, relevance and responsibility – Sumaya Laher, Angelo Fynn and Sherianne Kramer Contributors Index

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Book SynopsisProviding extensive surveys on the most recently developed themes of individual and social well-being, this Handbook offers a comprehensive treatment of less traditional approaches to empirical and theoretical research. The novel complementary perspective by which each topic is addressed presents a broader outlook on the various dimensions of inequality and well-being.Each topic is assessed through two accompanying chapters: first, a detailed study of the theoretical approaches, followed by a supporting chapter of empirical findings. The original contributions cover themes ranging from human development to social exclusion, and from going beyond GDP as the primary indicator of progress to evaluating the persistence of poverty. The chapters also address measures of vulnerability and economic insecurity. The Handbook emphasizes the distributional aspects of inequalities across different groups through the analysis of polarization, segregation, and social fractionalization.This is an excellent Handbook for postgraduates and researchers in the social sciences and economics. The contributions rethink some of the traditional theories and models for measuring inequality and well-being, and push the boundaries for future research. The policy-relevant insights will also be of great use for social policy professionals and analysts.Contributors include: C. Balestra, L. Bellani, R. Boarini, C. Calvo, B. Cantillon, O. Canto, L. Ceriani, S. Chakravarty, N. Chattopadhyhay, M. Ciommi, C. del Rio, I. Dutta, A. Fusco, A. Gábos, C. Gigliarano, E. Giovannini, T. Goedemé, C. Gradin, A.-C. Guio, M. Hoy, C. Lasso de la Vega, R. Mora, L. Osberg, N. Rohde, T. Rondinella, N. Ruiz, E. Savaglio, S. Seth, J. Silber, K.K. Tang, I. Tóth, S. Vannucci, P. Verme, A. Villar, O. Volij, G. Yalonetzky, B. ZhengTrade ReviewThis volume contains an excellent collection of chapters by outstanding economists on the subject of social and economic well-being. Among the authors are Lars Osberg, Carlos Gradin, Olga Canto, and Jacques Silber, with a first-rate overview provided by Conchita D'Ambrosio. The chapters are paired, with a theoretical analysis followed by an empirical implementation. Topics include well-being measures going beyond GDP, human development and poverty, multidimensional poverty and material deprivation, social exclusion, economic insecurity, relative deprivation and satisfaction, social inequality, social polarization, and segregation.' --Edward N. Wolff, New York University, US'This Handbook updates and modernizes decades of scholarship on macro-level markers of progress and micro-level measures of well-being. Its main contribution is its insistence on integrating non-traditional frameworks into conventional approaches to defining, measuring, and tracking socio-economic outcomes at multiple levels. This sophisticated collection spans a remarkable array of outcomes, dimensions, and indicators, including poverty, deprivation, development, exclusion, polarization, segregation, diversity, vulnerability, insecurity, and satisfaction. D'Ambrosio's ambitious decision to pair theoretical and empirical analyses of each topic pays off beautifully.' --Janet C. Gornick, City University of New York, Graduate Center, USTable of ContentsContents: Introduction by Conchita D’Ambrosio 1. Going Beyond GDP: Theoretical Approaches Enrico Giovannini and Tommaso Rondinella 2. Going Beyond GDP: Empirical Findings Carlotta Balestra, Romina Boarini and Nicolas Ruiz 3. Human Development and Poverty: Theoretical Approaches Suman Seth and Antonio Villar 4. Human Development and Poverty: Empirical Findings Suman Seth and Antonio Villar 5. Multidimensional Poverty and Material Deprivation: Theoretical Approaches Satya R. Chakravarty and Nachiketa Chattopadhyay 6. Multidimensional Poverty and Material Deprivation: Empirical Findings Anne-Catherine Guio 7. Social Exclusion: Theoretical Approaches Luna Bellani and Alessio Fusco 8. Social Exclusion: Empirical Findings Bea Cantillon, András Gábos, Tim Goedemé and István György Tóth 9. Poverty Over Time: Theoretical Approaches Michael Hoy and Buhong Zheng 10. Poverty Over Time: Empirical Findings Carlos Gradin, Olga Cantó and Coral del Rio 11. Vulnerability to Poverty: Theoretical Approaches Cesar Calvo 12. Vulnerability to Poverty: Empirical Findings Lidia Ceriani 13. Economic Insecurity: Theoretical Approaches Nicholas Rohde and Kam Ki Tang 14. Economic Insecurity: Empirical Findings Lars Osberg 15. Relative Deprivation and Satisfaction: Theoretical Approaches Lucio Esposito 16. Relative Deprivation and Satisfaction: Empirical Findings Paolo Verme 17. Social Inequality: Theoretical Approaches Casilda Lasso de la Vega 18. Social Inequality: Empirical Findings Indranil Dutta and Gaston Yalonetzky 19. Income and Social Polarization: Theoretical Approaches Iñaki Permanyer 20. Income and Social Polarization: Empirical Findings Chiara Gigliarano 21. Segregation: Theoretical Approaches Oscar Volij 22. Segregation: Empirical Findings Ricardo Mora and Jacques Silber 23. Diversity and Social Fractionalization: Theoretical Approaches Mariateresa Ciommi, Ernesto Savaglio and Stefano Vannucci 24. Diversity and Social Fractionalization: Empirical Findings Mariateresa Ciommi Index

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Book SynopsisHow does one approach the study of intuition - a complex, cross-disciplinary field, which is still developing? How can intuition be captured in situ? How can researchers harness their own intuition? In this original Handbook, the expert collaborators use method-related themes to help answer these, and other questions, and explore innovative developments in intuition research.This groundbreaking Handbook is organized around six method-related themes:- the question of cognitive systems and capabilities;- the role of emotions and stress;- major quantitative approaches;- qualitative techniques for mapping intuition;- the use of grounded theory; and- the role of the researcher's own expertise and intuition.Academics and researchers of organizational behavior, as well as researchers in business and management, who use quantitative and qualitative research techniques, will find this book to be an informative and invaluable read. It will also be of interest to industry professionals looking to adopt new staff training and development methods.Contributors include: C. Akinci, A. Antonietti, L. Baldacchino, L. Cabantous, J-F Coget, B. Colombo, R. Cooksey, V. Dörfler, S.E. Dreyfus, C. Eden, M. Fenton-O'Creevy, S.L. Grant, S.A. Hamilton, C. Harteis, G.P. Hodgkinson, C. Horváth, O. Hyppänen, P. Iannello, J. Langan-Fox, A. Lockett, C. Petitmengin, P. Ping Li, A.C.R. van Riel, M. Robson, E. Sadler-Smith, M. Sinclair, R.E. Smerek, M Stierand, S. Teerikangas, D. Ucbasaran, L. Välikangas, S. VohraTable of ContentsContents Introduction PART I: CONCEPTUAL CONSIDERATIONS - COGNITIVE SYSTEMS AND CAPABILITIES 1. Why People Think Deeply: Meta-cognitive Cues, Task Characteristics, and Thinking Dispositions. Ryan E. Smerek 2. System 0: The Overlooked Explanation of Expert Intuition Stuart E. Dreyfus 3. Toward the Geocentric Framework of Intuition: The Yin-Yang Balancing Between the Eastern and Western Perspectives on Intuition Peter Ping Li 4. Conceptualizing Intuition as a Mental Faculty: Toward a ‘Critique of Intuitive Reason’ and a Process Model of Intuition Allard C.R. van Riel and Csilla Horváth PART II: CONCEPTUAL CONSIDERATIONS - STRESS AND EMOTIONS 5. Stress and the Unconscious in Intuitive Judgment Sharon L. Grant and Janice Langan-Fox 6. Exploring the Dynamic of Evoking Intuition Satu Teerikangas and Liisa Välikangas 7. Intuition, expertise and emotion in the decision making of investment bank traders Shalini Vohra and Mark Fenton-O’Creevy PART III: QUANTITATIVE APPROACHES - SELF-REPORTS, EXPERIMENTS, AND BRAIN ACTIVITY 8. Self-report Assessment of Individual Differences in Preferences for Analytic and Intuitive Processing: A Critical Review Gerard P. Hodgkinson and Eugene Sadler-Smith 9. Investigating Intuition Under the Perspective of Expertise: Experiences from Two Experimental Studies Christian Harteis 10. Non-invasive Brain Stimulation Techniques in the Study of Intuition Paola Iannello, Barbara Colombo and Alessandro Antonietti PART IV: QUALITATIVE APPROACHES - CAPTURING THE INTUITION EXPERIENCE 11. Capturing Intuitions in Decision Making: A Case for Critical Incident Technique Cinla Akinci 12. Capturing Intuition Through Concurrent Protocol Analysis Leonie Baldacchino, Deniz Ucbasaran, Andy Lockett, and Laure Cabantous 13. Dialogical Inquiry: A Qualitative Method for Studying Intuition in the Field Jean-Francois Coget 14. Researching the Microdynamics of Intuitive Experience Claire Petitmengin 15. Mapping Group Intuitions Marta Sinclair and Alysia Hamilton PART V: QUALITATIVE APPROACHES - GROUNDED THEORY 16. Theorising Intuition in Practice: Developing Grounded Theory with Elite Business Leaders Martin Robson and Ray Cooksey 17. Interview Data and Grounded Theory When Studying the Use of Intuition in Decision Making Olli Hyppänen PART VI: QUALITATIVE APPROACHES - USING RESEARCHER'S EXPERTISE AND INTUITION 18. Researching Intuition in Personal Creativity Marc Stierand and Viktor Dörfler 19. Research on Intuition Using Intuition Viktor Dörfler and Colin Eden Index

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Book SynopsisThe current context of social policy is one in which many of the old certainties of the past have been eroded. The predominantly inward-looking, domestic preoccupation of social policy has made way for a more integrated, international and outward approach to analysis which looks beyond the boundaries of the state. It is in this context that this Handbook brings together the work of key commentators in the field of comparative analysis in order to provide comprehensive coverage of contemporary debates and issues in cross-national social policy research.Organized around five themes, this thoroughly revised and updated second edition explores the contextual, conceptual, analytical and processual aspects of undertaking comparative social research. The contributions highlight specific areas of comparative social policy including child poverty and well-being, patterns of housing provision and housing inequalities, and social protection in East Asia as well as crime and criminology in a global context. The authors of the Handbook explore continuing and emerging themes as well as issues which are of particular relevance to understanding the contemporary social world.International in scope, this authoritative Handbook presents original cutting-edge research from leading specialists and will become an indispensable source of reference for anyone interested in comparative and international social research. It will also prove a valuable study aid for undergraduate and postgraduate students from a range of disciplines including social policy, sociology, politics, urban studies and public policy.Contributors include: D. Bainton, J. Billiet, J. Bradshaw, J. Clasen, G. Crow, R. Forrest, N. Ginsburg, I. Gough, L. Hantrais, B. Jessop, P. Kennett, H.-j. Kwon, N. Lendvai, S. Mangen, J. Midgley, R. Mishra, D. Nelken, J. O'Connor, A. Perez-Baltodano, A. Walker, C.-k. WongTrade Review'This extensively revised edition of A Handbook of Comparative Social Policy provides up-to-date and valuable insights on key concepts and issues, such as globalization, crime, diversity, housing, child poverty, gender inequality, and social policy regimes. To write about these topics, editor Patricia Kennett has gathered an excellent team of researchers, who deal with both the developing and the advanced industrial world. Students of comparative social policy would benefit from engaging with this illuminating Handbook.' --Daniel Béland, Johnson-Shoyama Graduate School of Public Policy, CanadaTable of ContentsContents: Introduction: The Changing Context of Comparative Social Policy Patricia Kennett PART I: THE STATE AND SOCIAL POLICY IN A GLOBALIZING WORLD 1. Hollowing Out the ‘Nation-State’ and Multi-Level Governance Bob Jessop 2. Globalization, Human Security and Social Policy: North and South Andrés Pérez-Baltodano 3. Globalization and the Decline of ‘Social Protection by Other Means’: The Transformation of Welfare Regimes in Australia, Japan and Eastern Europe Ramesh Mishra PART II: CONCEPTS AND DEFINITIONS 4. Defining Comparative Social Policy Jochen Clasen 5. Conceptualizing State and Society Graham Crow 6. The Ethnocentric Construction of the Welfare State Alan Walker and Chack-kie Wong 7. Translation: Towards a Critical Comparative Social Policy Agenda Noemi Lendvai and David Bainton PART III: COMPARING AND CATEGORIZING SOCIAL POLICY PROVISION AND REDISTRIBUTION 8. Gender, Citizenship and Welfare State Regimes in the Early Twenty-first Century: ‘Incomplete Revolution’ and/or Gender Equality ‘Lost in Translation’ Julia S. O’Connor 9. Structured Diversity: A Framework for Critically Comparing Welfare States? Norman Ginsburg 10. Social Development and Social Welfare: Implications for Comparative Social Policy James Midgley 11. Social Policy Regimes in the Developing World Ian Gough PART IV: THE RESEARCH PROCESS 12. Crossing Cultural Boundaries Linda Hantrais 13. Cross-National Qualitative Research Methods: Innovations in the New Millennium Steen Mangen 14. Quantitative Methods with Survey Data in Comparative Research Jaak Billiet PART V: THEMES AND DEBATES 15. Child Poverty and Child Well-being in Comparative Perspective Jonathan Bradshaw 16. The Contours of the Housing Question Ray Forrest 17. Global Economic Downturn and Social Protection in East Asia: Coping with Crisis and Reducing Poverty Huck-ju Kwon 18. Globalization, Crime and Comparative Criminal Justice David Nelken Index

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Book SynopsisAcclaim for the first edition:'A tour-de-force of trust research methodologies, from survey methods to critical incidents to hermeneutics... will prove invaluable to trust researchers of every stripe.'- Aks Zaheer, University of Minnesota'This book fills an important gap. The burgeoning field of trust research has employed a wide variety of definitions and methods, but until the appearance of this Handbook there was no comprehensive overview of them. Its contributions, many written by leading international experts, cover conceptual issues as well as qualitative and quantitative methods. The editors are all working at the frontiers of trust research and in this Handbook they have compiled an indispensable source of reference for years to come.'- John Child, University of Birmingham, UK'This is the right book at the right time. Central to the advancement of research on trust is the need to address a host of methodological, empirical, and analytical challenges. This Handbook provides a vital resource for doing so and holds the promise of infusing the literature with novel and enhanced approaches for studying and understanding trust. Researchers new to the field as well as established experts will find a wealth of insights contained herein.'- Bill McEvily, University of Toronto, CanadaDrawing together a wealth of research methods knowledge gained by trust researchers into one essential volume, this book provides an authoritative in-depth consideration of quantitative and qualitative methods for empirical study of trust in the social sciences.This second edition of the Handbook of Research Methods on Trust provides a fully updated and extended account of quantitative, qualitative and mixed methods for empirical research. While many researchers have already drawn inspiration and insight from the previous edition, the dynamic development of trust research calls for further and deeper engagement with methodological issues, particular methods, practical research experience, and current challenges and innovations as offered by this new edition.Identifying innovative methods for researching trust, this important handbook will prove invaluable for students and academics in the social sciences who are interested in trust, particularly postgraduates planning empirical research on trust, undergraduates researching issues of trust, faculty teaching research-based courses on trust and related topics, and experienced trust researchers looking for reflection, discussion and inspiration.Contributors: S.J. Addison, N. Alex, M.J. Ashleigh, R. Bachmann, D. Barrera, K.M. Bijlsma-Frankema, M.C. Bligh, B.F. Blumberg, G. Breeman, C. Brinsfield, C. Burns, V. Buskens, J.S. Carroll, S.M. Conchie, D.L. Ferrin, D.E. Gibbons, N. Gillespie, C. Goodall, J.C. Kohles, R.M. Kramer, T.M. Kühlmann, A. Langley, V. Le Gall, R.J. Lewicki, E. Meyer, M. Muethel, R. Münscher, B. Nooteboom, J.M. Peiró, A. Pentland, R.L. Priem, W. Raub, R.A. Roe, D.M. Rousseau, R.H. Searle, M. Tillmar, E.M. Uslaner, B. Waber, A.A. Weibel, F. Welter, M. Williams, R. ZolinTrade ReviewAs any field of academic study matures, researchers refine methods for investigating the phenomenon of interest. For research on trust, this Handbook Second Edition reflects where the trust literature has been, where it is now, and where it is going with respect to research methods. If you are a mature trust scholar, or someone starting research on trust, the Handbook is an indispensable resource for evaluating the full range of methods that may be appropriate for your study. --Steven C. Currall, University of California, DavisTable of ContentsContents: 1. Introduction. Researching Trust: The Ongoing Challenge of Matching Objectives and Methods Fergus Lyon, Guido Möllering and Mark N.K. Saunders PART I CONCEPTUAL ISSUES 2. Pursuing Ecological Validity in Trust Research: Merits of Multi-Method Research Roderick M. Kramer 3. An Abductive Approach to Investigating Trust Development in Strategic Alliances Véronique Le Gall and Ann Langley 4. Trust Research: Measuring Trust Beliefs and Behaviors Roy J. Lewicki and Chad Brinsfield 5. Agent-Based Simulation of Trust Bart Nooteboom 6. Researching Trust in Different Cultures Friederike Welter and Nadezhda Alex 7. Trust and Social Capital: Challenges for Studying their Dynamic Relationship Boris F. Blumberg, Jose M. Peiró and Robert A. Roe 8. Measuring Generalized Trust: In Defense of the ‘Standard’ Question Eric M. Uslaner PART II QUALITATIVE RESEARCH 9. Access and Non-Probability Sampling in Qualitative Research on Trust Fergus Lyon 10. Working With Difficult to Reach Groups: A ‘Building Blocks’ Approach to Researching Trust in Communities Christine Goodall 11. Cross-Cultural Comparative Case Studies: A Means of Uncovering Dimensions of Trust Malin Tillmar 12. Using Mixed Methods-Combining Card Sorts and In-Depth Interviews Mark N.K. Saunders 13. Mixed Methods Application in Trust Research: Simultaneous Hybrid Data Collection in Cross-Cultural Settings Using the Board-Game Method Miriam Muethel 14. Using Scenarios as Part of a Concurrent Mixed Methods Design Susan J. Addison 15. Utilising Repertory Grids in Macro-Level Comparative Studies Reinhard Bachmann 16. Deepening the Understanding of Trust: Combining Repertory Grid and Narrative to Explore the Uniqueness of Trust Melanie J. Ashleigh and Edgar Meyer 17. Studying Trust Relationships using Social Network Analysis Roxanne Zolin and Deborah E. Gibbons 18. Hermeneutic Methods in Trust Research Gerard Breeman 19. Using Critical Incident Technique in Trust Research Robert Münscher and Torsten M. Kühlmann PART III QUANTITATIVE APPROACHES 20. Survey Measures of Trust in Organizational Contexts: An Overview Nicole Gillespie 21. The Actor–Partner Interdependence Model: A Method for Studying Trust in Dyadic Relationships Donald L. Ferrin, Michelle C. Bligh and Jeffrey C. Kohles 22. Embedded Trust: The Analytical Approach in Vignettes, Laboratory Experiments and Surveys Davide Barrera, Vincent Buskens and Werner Raub 23. Measuring the Decision to Trust Using Metric Conjoint Analysis Richard L. Priem and Antoinette A. Weibel 24. Diary Methods in Trust Research Rosalind H. Searle 25. Measuring Implicit Trust and Automatic Attitude Activation Calvin Burns and Stacey M. Conchie 26. A Voice is Worth a Thousand Words: The Implications of the Micro-Coding of Social Signals in Speech for Trust Research Benjamin Waber, Michele Williams, John S. Carroll and Alex ‘Sandy’ Pentland 27. It Takes a Community to Make a Difference: Evaluating Quality Procedures and Practices in Trust Research Katinka M. Bijlsma-Frankema and Denise M. Rousseau Index

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Book SynopsisThis groundbreaking book brings together perspectives from political philosophy and comparative social policy to discuss generational justice. Contributing new insights about the preconditions for designing sustainable, inclusive policies for all of society, the authors expose the possibilities of supporting egalitarian principles in an ageing society through balanced generational welfare contracts. Welfare states are largely structured around social risks that appear in distinct phases of human life, including childhood, working age and old age. By empirically analyzing the causes and consequences of social policy in a large number of countries, the authors show that balanced generational welfare contracts - in which age-related social protection is more evenly distributed across different stages of life - is to the advantage of all age groups, therefore contributing to social justice and welfare state sustainability. The authors offer a combination of descriptive data analysis and statistical regressions to provide robust evidence that countries can avoid generational trade-offs in policymaking and find positive-sum solutions. Appealing to academics, researchers and students of politics and social policy, The Generational Welfare Contract gives expert insight into the possibilities for success in future welfare states.Trade Review'Adopting a life course perspective, this book is the first ever to systematically analyse the degree of generational balance in nations' social policies. This is a fundamental issue, not only from a social justice perspective, but also for the political legitimacy and long-term sustainability of a welfare state. The Generational Welfare Contract is arguably the single most important welfare state study in our times. And it is one of those rare groundbreaking contributions that is destined to (re-)define social policy research for many years to come.' --Gosta Esping-Andersen, Universitat Pompeu Fabra, Spain`The Generational Welfare Contract provides an innovative conceptualization of social policy that is extremely well suited to the study of individual life courses and demographic change.' --Elizabeth Thomson, Stockholm University, Sweden and University of Wisconsin-Madison, US'This deeply insightful book blends perspectives from political philosophy and comparative social policy to generate theoretical insights on generational justice to guide a nuanced empirical analysis of 18 economically developed OECD countries. It demonstrates the significance of the generational welfare contract, reflected in welfare state institutional structures, as a mediating factor linking demographic, socio-economic and political drivers with outcomes. Importantly, it incorporates a generational justice focus in welfare state analysis without downplaying other factors including social class and gender.' --Julia O'Connor, Ulster University, UKTable of ContentsContents: Preface 1. Introduction 2. Three dimensions of generational justice 3. The generational welfare contract 4. Profiling the generational welfare contract 5. Contracts against poverty 6. Contracts for life satisfaction and happiness 7. Contracts for trust 8. Contracts for or against employment? 9. Politics of generational welfare contracts 10. The generational welfare contract on the agenda Index

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