Educational Research and Evidence-based Practice
- Martyn Hammersley - The Open University, UK
The authors examine the diverse approaches within qualitative research and address some of the key areas which have attracted criticism. They consider what role research should play and examine the case for randomised controlled trials and for action research.
The book is suitable for any undergraduate or postgraduate student concerned with educational research methodology, as well as those focusing on educational policy and practice, and students doing PhDs and EdDs.
The book presents a good starting point for students, particularly undergraduates as it introduces them to a number of concepts which they will encounter during their programme. It is clear, concise and gives students the opportunity to explore key themes and some latest developments in the field of early childhood. As a resource tool, the book may be useful to students who are engaging in the early stages of developing their ideas for a small-scale research project.
Hammersley writes with great passion and conviction in his opening to this text. He draws attention to some important debates on evdience-based practice and I enjoyed the way the book has been edited together to draw out these debates. My only criticism would be a bit more clarity around defining the current beliefs about EBP and perhaps more about evdience based myths or where evidence shows harm.
This text book has been useful for students who are interested in social and educational research. However, some of our undergraduate students may find the discussions on policymaking and educational research confusing.
A good book for post graduate students researching their own practice.
Whilst this book is useful it is not suitable for Level 3 learning.
This books is very useful reading for novice researchers offering clear illustration of the use of EBP in education practice
This book is fantastic and Martyn Hammersley is a leading academic in this field. I strongly encourage the adoption of this book for any research course.
Whilst this book is useful it is not suitable for Level 3 learning.
This text book has been useful for students who are interested in social and educational research. However, some of our undergraduate students may find the discussions on policymaking and educational research confusing.
Hammersley writes with great passion and conviction in his opening to this text. He draws attention to some important debates on evdience-based practice and I enjoyed the way the book has been edited together to draw out these debates. My only criticism would be a bit more clarity around defining the current beliefs about EBP and perhaps more about evdience based myths or where evidence shows harm.
