Search results for ""Author Sara Delamont""

Fieldwork in Educational Settings is widely recognised as part of the essential reading for the researcher in education. It instructs those new to qualitative educational research how to find interesting research sites, collect great data, analyse them responsibly, and then find the right audience to hear, use, and build upon their findings successfully.The revised and updated third edition includes the latest developments in authoethnography, data collection, analysis and dissemination, and is illustrated throughout with up-to-the minute examples of real world research. It embraces both sociological and anthropological approaches to qualitative educational research, using case studies from the USA, Canada, Australia and New Zealand as well as the UK. ‘Education’ is treated broadly, including higher education and non-formal settings as well as schools. Threaded throughout the book is updated content on: the internet and virtual worlds as sites for ethnography, the ethical aspects of ethnographic research, the strengths and weaknesses of autoethnography, the debates about representing data, the impact of technological innovations in all stages of qualitative research. An indispensable introduction for students and novice researchers alike, the new edition continues to illustrate and sustain the increasing popularity of qualitative methods in educational research over the past thirty years, addressing the technological and digital changes that have occurred.

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This updated second edition extends the discussions surrounding the key qualitative methods used in contemporary educational research. Featuring comprehensive coverage of research across all stages of education, it provides sophisticated and concise discussions on both the building blocks of the field and the latest advances in research. Bringing together international scholars, this Handbook offers exceptional insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research. Blending the ideas of both emerging authors and established academics, this Handbook explores research in formal, informal and non-formal education settings internationally. Informative and comprehensive, this Handbook is crucial reading for academics and graduate students in educational research in search of exciting opportunities and avenues for new projects in the field. It will also be useful for practitioners and policymakers in educational settings who need a fresh and diverse illustration of the latest research. Contributors include: A. Allan, L. Allen, L. Atkins, C. Bagley, R. Bishop, G. Calder, R. Castro-Salazar, R.F. Clemens, M. Cortazzi, Z.B. Corwin, S. Delamont, M. Dressman, J. Elliot, K. Finn, S. Gannon, A. Gitlin, A. Grant, S. Habib, B.E. Halldórsdóttir, M. Hammersley, N. Hayfield, R. Holmes, M. Holton, L. Jin, W. Journell, P. King, J.I. Kjaran, T. Kosonen, M. Kusenbach, J.N. Lester, L.W. Loutzenheiser, J. Mann, D. Mannay, A.B. Marvasti, A. McInch, C. Mcluckie, K. Morrin, M. Myers, B. Neale, T.M. Paulus, J. Robinson, J. Robson, W.-M. Roth, M. Sánchez, M. Somerville, M. Tamboukou, S.J. Tanner, G. Terry, W.G. Tierney, M. Thomas, J. Tummons, C. Turney, M.R.M Ward, C. Watson

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Published in 1995, this book comprises a group of original studies in education. It includes detailed empirically-based accounts of a variety of educational settings which are under represented in the sociological literature, for instance special schools, psychiatric adolescent units, further education colleges and government policy settings. Studies of other neglected issues include teachers’ understandings of subject, the promotion of cross curricular themes and pupils’ acquisition of knowledge about menstruation. Ethnographic fieldwork in Maltese classrooms and a study of Asian pupils in a Welsh school provide an international dimension to the volume. Most contributions draw on ethnographic approaches and by using close observation and / or in-depth interviews they capture the internal workings of a classroom, institution or culture.

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The Lost Ethnographies reports on the methodological lessons learnt from ethnographic projects that, viewed superficially, failed. Experienced researchers write about projects they planned, and were excited about, which then never began, had to be abandoned, or took such unexpected directions that it became a different piece of work altogether. The topics and settings are varied and disparate, but the lessons learnt have important similarities. This collection focuses on absences; topics and settings that remain under researched; taken for granted aspects of social life that have not been scrutinized, and finally the potential insights that are gained when absences are carefully examined and explored. Readers will learn a great deal about research design, fundraising, writing up, access negotiations, serendipity in the field, and the complex interaction between the body and the brain of the ethnographer and the realities of ethnographic research. Maximising learning from the ‘failings’ of ourselves and of others is the positive message of the collection. The most poignant chapters are those in which the author ‘returns’ to reread and reflect on a past project; something that is not done often enough, partly because it can be painful. The accounts of projects which had to be abandoned or radically changed offer hope to researchers facing difficulties in their own investigations. These reflections, on projects that were never even begun, show how to gain fresh energy and social science insight from apparent rejection, and the collection approaches the whole concept of lost ethnography in provocative ways.

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This updated second edition extends the discussions surrounding the key qualitative methods used in contemporary educational research. Featuring comprehensive coverage of research across all stages of education, it provides sophisticated and concise discussions on both the building blocks of the field and the latest advances in research. Bringing together international scholars, this Handbook offers exceptional insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research. Blending the ideas of both emerging authors and established academics, this Handbook explores research in formal, informal and non-formal education settings internationally. Informative and comprehensive, this Handbook is crucial reading for academics and graduate students in educational research in search of exciting opportunities and avenues for new projects in the field. It will also be useful for practitioners and policymakers in educational settings who need a fresh and diverse illustration of the latest research. Contributors include: A. Allan, L. Allen, L. Atkins, C. Bagley, R. Bishop, G. Calder, R. Castro-Salazar, R.F. Clemens, M. Cortazzi, Z.B. Corwin, S. Delamont, M. Dressman, J. Elliot, K. Finn, S. Gannon, A. Gitlin, A. Grant, S. Habib, B.E. Halldórsdóttir, M. Hammersley, N. Hayfield, R. Holmes, M. Holton, L. Jin, W. Journell, P. King, J.I. Kjaran, T. Kosonen, M. Kusenbach, J.N. Lester, L.W. Loutzenheiser, J. Mann, D. Mannay, A.B. Marvasti, A. McInch, C. Mcluckie, K. Morrin, M. Myers, B. Neale, T.M. Paulus, J. Robinson, J. Robson, W.-M. Roth, M. Sánchez, M. Somerville, M. Tamboukou, S.J. Tanner, G. Terry, W.G. Tierney, M. Thomas, J. Tummons, C. Turney, M.R.M Ward, C. Watson

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