This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.

The Handbook of Teaching Qualitative and Mixed Research Methods: A Step-by-Step Guide for Instructors presents diverse pedagogical approaches to teaching 71 qualitative and mixed methods. These tried-and-true methods are widely applicable to those teaching and those being trained in qualitative and mixed-methods research. The methods for data collection cover ethics, sampling, interviewing, recording observations of behavior, Indigenous and decolonizing methods and methodologies as well as visual and participatory methods. Methods for analyzing data include coding and finding themes, exploratory and inductive analysis, linguistic analysis, mixed-methods analysis, and comparative analysis. Each method has its own 1,500-word lesson (i.e., chapter) written by expert methodologists from around the globe. In these lessons, contributors give the reader a brief history of the method and describe how they teach it by including their best practices—with succinct, step-by-step instructions—focusing on student-centered experiential and active learning exercises. This comprehensive, one-of a-kind text is an essential reference for instructors who teach qualitative and/or mixed methods across the Social and Behavioral Sciences and other related disciplines, including Anthropology, Sociology, Education, and Health/Nursing research.

This upper-level textbook presents a new approach to large scale qualitative analysis – the pioneering breadth-and-depth method. It covers the strengths and deployment of “big qual” as a distinct research methodology. The book will appeal to students and researchers across disciplines and methodological backgrounds. The growing availability of large qualitative data sets presents exciting opportunities. Pooling multiple qualitative data sets enhances the possibility of theoretical generalisability and strengthens claims from qualitative research about understanding how social processes work. Given the evolving possibilities that big data offers the humanities and social sciences, this book will be a must-have resource, building capacity and provoking new ways of thinking about qualitative research and its analysis.

This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators. It focuses on issues confronting teacher educators today and in the coming decade, including the impact of globalization on the profession of teaching, and the need for teacher education to adapt to changing accountability requirements, and establish a set of minimum standards that qualify a person to teach.

Handbook of Applied Social Research Methods is a comprehensive, intelligent & authoritative guide to researchers who need to select & use the most suitable approach, specific designs, & data collection procedures for their applied research.

Meeting a key need for qualitative researchers, this practical book presents tools for creating productive partnerships and managing each phase of a collaborative project. The authors provide guidelines for working across disciplines, status differentials (such as professor and student), and geographical locations. Collaboration within particular qualitative traditions--cross-cultural research, duoethnography, participatory action research, arts-based collaborations, and others--is described and illustrated with exemplars of published studies. Readers learn how to build research teams, formulate research questions, gather and analyze data, and assess how collaborations are working. Ethical questions are highlighted throughout: Who owns collaborative research? Who decides what aspects of the findings should be disseminated? How can inequitable power relations be redressed? Within-chapter "Pedagogical Pathways" sections provide practice exercises and opportunities for reflection. Honorable Mention, ICQI Outstanding Qualitative Book Award

The importance of the teaching and learning of social research methods is increasingly recognised by research councils and policy bodies as crucial to the drive to increase capacity amongst the research community. The need for greater scholarly engagement with how research methods are taught and learnt is also driven by the realisation that epistemological and methodological developments have not been accompanied by a pedagogical literature or culture. Training initiatives need this pedagogic input if they are to realise the educational aspirations for methodologically skilled and competent researchers, able to apply, adapt and reflect on a range of high-level research methods and approaches. The contributors to this collection have fully engaged with this need to develop and share pedagogical knowledge in relation to the teaching of research methods. Together they span qualitative, quantitative and mixed methods, a range of disciplinary and national contexts, and face-to-face and blended teaching and learning. Through detailed examples, the collection addresses how best teaching practices develop in response to distinctive challenges that will resonate with readers; in so doing it will inspire and inform their own development. This book was originally published as a special issue of the International Journal of Social Research Methodology.