Methods and Paradigms in Education Research

Methods and Paradigms in Education Research

Lorraine Ling (Victoria University, Australia & La Trobe University, Australia) and Peter Ling (Swinburne University of Technology, Australia)
Indexed In: SCOPUS
Release Date: October, 2016|Copyright: © 2017 |Pages: 397
ISBN13: 9781522517382|ISBN10: 1522517383|EISBN13: 9781522517399|DOI: 10.4018/978-1-5225-1738-2


The tools used in data collection have the ability to influence the ways information is perceived and generated. Analyzing research processes is a concept that can be overlooked, though is as important as the information itself.

Methods and Paradigms in Education Research addresses the innovative formulaic approaches taken in research to challenge their effectiveness. Featuring coverage on selection, forms, and analytical procedures of data, this publication is essential for researchers, students, and academicians seeking current information on understanding research methodology.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Doctoral Research Supervision
  • Higher Education
  • Indigenous Approaches
  • Intercultural Considerations
  • Internationalization
  • Making Meaning Queerly
  • Neo-Positivism
  • Scientific Realism
  • Supercomplexity
  • Transnational Education

Reviews and Testimonials

Educators and education researchers present a textbook for courses on education research methods. They help students understand the centrality and power of the research paradigm; describe, locate, and compare alternative approaches to education research; identify their own research interests and motivations, and to locate them within a paradigm; design research proposals and interpret findings; and read and critique research publications and papers. The book can also inform and support active education researchers.

– Protoview Reviews

Divided into seven logical sections, the 21 chapters of this book are authored by expert researchers and educators contemplating the very nature of research and its paradigms in relation to the future of education. Chapters demonstrate the process of such study links education research, design models, and new knowledge through greater understanding. Black-and-white tables compare supplementary data. Chapters conclude with references for extension of studies. [...].
What teacher practices provide the best education? Is there an assurance that students are learning? Do students have the skills they need to study? It’s through epistemology such as the comparison of three research projects that “investigated same-sex sexualities in and beyond educational domains” (p. 191) that readers can explore not only subcultural divergence and the influence of paradigm parameters, but also that research ideologies and methodologies can both provide knowledge and also destabilizing limitations where interpretation comes into play. Transnational, commissioned, and other types of research are critiqued and specific modeling and the impact of curriculum design on student learning are discussed.
Scientific inquiry has a plethora of processes which create an abyss among researchers and practitioners alike. Questions of legitimacy are presented and the final chapter states “whatever the education research topic and whatever the research approach and methods employed, being clear about the research paradigm that applies, and hence about the underpinning ontology, axiology and epistemology, helps in ensuring the research exercise is coherent and that the outcomes are appropriate and defensible” (p. 351). The range of paradigms and actual models in this book portrays intricacy and option in education research.
A research collection, Methods and Paradigms in Education Research provides details on research itself, as it relates to education. This book is a logical choice for academic developers, professors, and other professionals who prepare up-and-coming researchers in the field of education.

– Janis Minshull, ARBA Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Lorraine Ling is Dean of College of Education, Victoria University, Australia and Emeritus Professor, La Trobe University, Australia. Lorraine’s academic and research interests include: educational administration and leadership; higher education policy construction; the changing nature of academic work; values in education; and curriculum design and development. Lorraine has conducted educational consultancies in many countries including Indonesia, Vietnam, Finland, U.S.A., Scotland and Ireland. She has been chair of the Association for Teacher Educators in Europe – Research and Development Centre for the Professional Development of Teachers. Recent publications include: Stephenson, J. and Ling, L. (Eds), Challenges to Teacher Education in Difficult Economic Times: International perspectives (Routledge, 2013); Ling, L. Knowledges, Discontinuities, Spirals and Universities, in T. Fitzgerald (Ed) Advancing Knowledge in Higher Education: Universities in Turbulent Times (IGI Global, 2014); and Ling L. and Mackenzie N., An Australian Perspective on Professional Development in Supercomplex Times, Psychology, Society and Education (2015).
Peter Ling is Adjunct Associate Professor, Learning Transformations, Swinburne University of Technology, Australia. Peter has extensive experience in academic development in Australia and U.S.A. Peter has been principal researcher for several national projects including “The development of academics and higher education futures” (2012). He has been evaluator for nationally commissioned projects including: “Peer Review of Teaching in Higher Education”, (2008), “Evaluation of Learning Spaces” (2010), and “Professional development program to embed inclusive and explicit teaching practices” (2015). Recent authored or co-authored publications include: Pedagogies for Next Generation Learning Spaces, in K. Fraser (Ed.), New Generation Learning Spaces (Routledge Falmer, 2014); Learning online, in K. Fraser (Ed.), Studying for Continuing Professional Development in Health (Routledge, 2009); Towards post-colonial management of transnational education, Australian Universities Review (2014); and How academic is academic development? International Journal for Academic Development (2013). Peter has co-edited Higher Education Research and Development and guest edited Innovative Higher Education.