{"product_id":"applying-theory-to-educational-research-isbn-9780470972366","title":"Applying Theory to Educational Research","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003eApplying Theory to Educational Research\u003c\/i\u003e provides educational researchers with an accessible introduction to the process of selecting and applying theories in their work.\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eOffers an innovative and accessible approach to educational research by providing practical examples of the application of theory\u003c\/li\u003e \u003cli\u003eGives 'hands-on' accounts for the researcher and practitioner\u003c\/li\u003e \u003cli\u003eExplains and discusses complex ideas in the light of experience in using and applying them\u003c\/li\u003e \u003cli\u003eCovers the application of major theorists such as Bourdieu, Foucault, Weber, Derrida, and Vygotsky\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eFor beginning researchers, theory can be one of the most stimulating – yet intellectually daunting – aspects of academic work. \u003ci\u003eApplying Theory to Educational Research\u003c\/i\u003e provides new educational researchers with a uniquely accessible introduction to the process of selecting and applying theories in their own work. Written by a team of leading educationalists writing from the perspective of new researchers, clearly structured chapters introduce individual theorists and their ideas, present their applications and limitations, and provide extensive references and suggestion for further reading. Major theorists such as Pierre Bourdieu, Michel Foucault, Max Weber, Jacques Derrida, and Lev Vygotsky are included, along with many more recent educational theorists. Throughout the text, helpful hints and signposts are provided to alert readers to the potential pitfalls of applying theory.\u003c\/p\u003e \u003cp\u003eInnovative and illuminating, \u003ci\u003eApplying Theory to Educational Research\u003c\/i\u003e offers a wealth of practical insights that will point the way for novice researchers struggling to navigate an often daunting intellectual obstacle course.\u003c\/p\u003e  About the Contributors vii  \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgements xv\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003cbr\u003e \u003ci\u003eJeff Adams, Matt Cochrane and Linda Dunne\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I New Voices: Beginning Researchers Apply Theory 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Learning and Maintaining Professional Expertise Within a Multi-Professional Critical Care Team 15\u003cbr\u003e \u003ci\u003eJill Cochrane\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 The 'Q' Standards and Initial Teacher Training: The Discursive Formation of Teachers and their Trainers 31\u003cbr\u003e \u003ci\u003ePaul Bartle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Power and Status Theories in Teachers' Professional Development 47\u003cbr\u003e \u003ci\u003eKaren Castle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 The Process of Technology Learning: Applying Bruner's Theory on Play, Discovery and Cultural Learning to the Acquisition of ICT Capability 61\u003cbr\u003e \u003ci\u003ePaula Beer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Emergent Voices: Accounts by Researchers Becoming Familiar with the Use of Theory 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5 Teachers' Professional Identity: Theoretical Perspectives on Workplace Learning in the Teaching Context 81\u003cbr\u003e \u003ci\u003eRob Foster\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Children's University Aspirations and the Effects of Cultural and Social Capital 95\u003cbr\u003e \u003ci\u003eMatt Cochrane\u003cbr\u003e \u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Finding Theory Through Collaborative Research 109\u003cbr\u003e \u003ci\u003eClare Woolhouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 How Applying a Discourse-Based Approach to Investigate Inclusion Changed a Research Project and a Way of Thinking 123\u003cbr\u003e \u003ci\u003eLinda Dunne\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Voices of Experience: Accounts by Researchers Versed in the Use of Theory 139\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9 Should I be Singing This, and if So, How High?: Theoretical Approaches to Boyhood and Masculinity 145\u003cbr\u003e \u003ci\u003eMartin Ashley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Theorizing from Bricolage: Researching Collaboration in Art and Design Education 157\u003cbr\u003e \u003ci\u003eMadeleine Sclater\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Constructivism and the Pedagogy of Teacher Education: Reflections on Practice 175\u003cbr\u003e \u003ci\u003eGraham Rogers\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Developing Professional Practice through Action Research: Theory-Generative Approaches in Practitioner Research 189\u003cbr\u003e \u003ci\u003eMary McAteer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Art Practice as Education Research 203\u003cbr\u003e \u003ci\u003eJeff Adams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePostscript 219\u003cbr\u003e \u003ci\u003eJeff Adams, Matt Cochrane and Linda Dunne\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 221\u003c\/p\u003e  \u003cb\u003eJeff Adams\u003c\/b\u003e is Professor of Education at the University of Chester and Principal Editor of the \u003ci\u003eInternational Journal of Art and Design Education.\u003c\/i\u003e He is the author of \u003ci\u003eDocumentary Graphic Novels\u003c\/i\u003e and \u003ci\u003eSocial Realism\u003c\/i\u003e (2008) and co-author of \u003ci\u003eTeaching Through Contemporary Art\u003c\/i\u003e (2008)\u003ci\u003e.\u003c\/i\u003e  \u003cp\u003e\u003cb\u003eMatt Cochrane\u003c\/b\u003e is Senior Lecturer in Education at Edge Hill University. He is a co-author of \u003ci\u003eTeaching Science\u003c\/i\u003e (2009).\u003c\/p\u003e \u003cp\u003e \u003cb\u003eLinda Dunne\u003c\/b\u003e is Senior Lecturer and Research Fellow at Edge Hill University. She is a member of the British Educational Research Council.\u003c\/p\u003e  For beginning researchers, theory can be one of the most stimulating – yet intellectually daunting – aspects of academic work. \u003ci\u003eApplying Theory to Educational Research\u003c\/i\u003e provides new educational researchers with a uniquely accessible introduction to the process of selecting and applying theories in their own work. Written by a team of leading educationalists writing from the perspective of new researchers, clearly structured chapters introduce individual theorists and their ideas, present their applications and limitations, and provide extensive references and suggestion for further reading. Major theorists such as Pierre Bourdieu, Michel Foucault, Max Weber, Jacques Derrida, and Lev Vygotsky are included, along with many more recent educational theorists. Throughout the text, helpful hints and signposts are provided to alert readers to the potential pitfalls of applying theory.  \u003cp\u003eInnovative and illuminating, \u003ci\u003eApplying Theory to Educational Research\u003c\/i\u003e offers a wealth of practical insights that will point the way for novice researchers struggling to navigate an often daunting intellectual obstacle course.\u003c\/p\u003e  It is impossible to be in and of world with any degree of functional success, without recourse to theory. Managing day to day life, let alone engaging in the relatively esoteric pursuit of research, demands some reasonably coherent framework of reference within which to make sense of experiences and perceptions. We need theories – plausible explanations for what’s going on – to live and research by. When it comes to research students, my experience is that they either fear or embrace theory. In sharing lived experiences of using theory, this book will help to reassure the timid and excite the confident.\u003cbr\u003e —\u003cb\u003e\u003ci\u003ePat Sikes\u003c\/i\u003e\u003c\/b\u003e\u003ci\u003e, Professor in Qualitative Inquiry, University of Sheffield, UK\u003c\/i\u003e  \u003cp\u003e\u003ci\u003eApplying Theory to Educational Research\u003c\/i\u003e offers a theoretically informed and thoroughly readable text for beginner researchers in the field of education. The book is grounded in the authors’ own research interests through which concepts and ideas of some of the key theorists in education are explored. A key strength of the text is the way in which it makes difficult and potentially daunting theoretical ideas and frameworks accessible. This innovative and student-friendly text will be an invaluable resource for all those new, and not so new, to the research process in the field of education.\u003cbr\u003e —\u003cb\u003e\u003ci\u003eRosalyn George,\u003c\/i\u003e\u003c\/b\u003e \u003ci\u003eProfessor of Education and Equality, Goldsmiths University of London, UK\u003c\/i\u003e\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988755235045,"sku":"NP9780470972366","price":100.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470972366.jpg?v=1761781464","url":"https:\/\/k12savings.com\/es\/products\/applying-theory-to-educational-research-isbn-9780470972366","provider":"K12savings","version":"1.0","type":"link"}