Sharpen your tools -- How to formulate a question -- How do you choose a site? -- Talking to people -- Hanging out -- Ethics in research -- Comparing -- Dealing with documents -- Interpreting it and writing it up

Simply put, Thinking Through Statistics is a primer on how to maintain rigorous data standards in social science work, and one that makes a strong case for revising the way that we try to use statistics to support our theories. But don’t let that daunt you. With clever examples and witty takeaways, John Levi Martin proves himself to be a most affable tour guide through these scholarly waters. Martin argues that the task of social statistics isn't to estimate parameters, but to reject false theory. He illustrates common pitfalls that can keep researchers from doing just that using a combination of visualizations, re-analyses, and simulations. Thinking Through Statistics gives social science practitioners accessible insight into troves of wisdom that would normally have to be earned through arduous trial and error, and it does so with a lighthearted approach that ensures this field guide is anything but stodgy.

`If there is a single question that presses upon the intellect of the current generation of social scientists, it is surely: "what do the great insights of social theory imply for the way we conduct research and write about the social world?". Until now there has been no single text to turn to that explores the epistemological complexities of field work, the problems of writing and language, and of the logics of inquiry that link theory, method and evidence. Using Social Theory is a magisterial effort to open up the black-box of research methods, and to provide students, in a way that no other comparable text has done, with a road map for the practice of the contemporary human sciences′ - Michael Watts, Chancellor′s Professor of Geography and Director Institute of International Studies, University of California, Berkeley `From "theory talk to making it walk", Using Social Theory is one of the most useful and interesting books on the market. The authors demonstrate how to use philosophy and social theory as an indispensable toolkit for passionate and rigorous research. Essential reading for students and teachers in the social sciences and humanities′ - Professor Elspeth Probyn, Department of Gender Studies, University of Sydney Have you ever stopped to wonder about the influences that underpin research? If you are thinking about doing a piece of research, what difference might it make to the question you ask, to your approach to empirical work, analysis and writing of research, if you are influenced by one theoretical approach rather than another? The chapters in this innovative guide share a common belief that thinking alongside ideas, philosophical persuasions, is an integral part of the research process; it is not an optional extra. It sets out ways to encourage the researcher to think through three key moments of the research process: the production of a research question; fieldwork; and analysis and writing. As the authors demonstrate, research is not simply `done′: it has to be thought about and thought through. The book′s accessible style makes it suitable for anyone wishing to engage ideas in research in the social sciences and humanities.

A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.

This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.

There are a plethora of books that aim to teach the research methods needed for political science. Thinking Like a Political Scientist stands out from them in its conviction that students are better served by learning a handful of core lessons well rather than trying to memorize hundreds of often statistical definitions. Short and concise, the book has two main parts, Asking Good Questions and Generating Good Answers. In the first section, one chapter each is devoted to the three fundamental questions in political science: who cares?, what happened?, and why?. These take up, among many other topics, crafting a literature review, creating hypotheses, measuring concepts, and the difference between correlation and causation. The second section of the book has chapters about choosing a research design, choosing cases, working with written documents, and working with numbers. All of these are essential skills for undergraduates to have when reading published work and conducting their own research. Every chapter ends with several exercises where students can read examples from published work and develop their own skills as researchers. Finally, unlike most research methods books, Christopher Howard s sprinkles humor and surprising analogies throughout."