The Handbook of Methodological Approaches to Community-Based Research is intended to aid the community-oriented researcher in learning about and applying cutting-edge quantitative, qualitative, and mixed methods approaches.

Carefully contextualizing the ethnography by taking scale and time seriously, the book shows why fieldwork is both necessary and insufficient if the aim is to make sense of the contemporary world. It is a significant contribution to the renewal of anthropological theory and methodology. Highly recommended! -Thomas Hylland Eriksen, University of Oslo, Norway With an eye for various scales, biographies of people and things, and processes as they take place, this book provides insights into how, to whom, and when things change, how it feels like - and also how some things stay the same. -Samuli Schielke, Leibniz-Zentrum Moderner Orient (Berlin) This important book, drawing on ethnographic research from across the globe, addresses both the 'why' and the 'how' of studying societal change, inviting the reader to reflect on the potential - and the limits - of qualitative methods. - Jonathan Rigg, University of Bristol, UK This open access book provides methodological devices and analytical frameworks for the study of societies in transformation. It explores a central paradox in the study of change: making sense of change requires long-term perspectives on societal transformations and on the different ways people experience social change, whereas the research carried out to study change is necessarily limited to a relatively short space of time. This volume offers a range of methodological responses to this challenge by paying attention to the complex entanglement of qualitative research and the metanarratives generally used to account for change. Each chapter is based on a concrete case study from different parts of the world and tackles a diversity of topics, analytical approaches, and data collection methods. The contributors' innovative solutions provide valuable tools and techniques for all those interested in the study of change. Yasmine Berriane is permanent researcher at the French National Center for Scientific Research (CNRS, Centre Maurice Halbwachs), France. Annuska Derks is Associate Professor in the Department of Social Anthropology and Cultural Studies at the University of Zurich, Switzerland. Aymon Kreil is Assistant Professor in the Department of Languages and Cultures at Ghent University, Belgium. Dorothea Lüddeckens is Professor in the Department of Religious Studies at the University of Zurich, Switzerland.

This book addresses the changing nature of the methodologies that underpin research in mathematics, science, health and environmental education. This is a constantly shifting landscape that educational researchers need to engage with in order for research to continue to impact educational practice. The novelty of this book in the context of the existing publishing landscape is that it has a singular focus on methodology and methods, not in service of research findings but as something worth considering in itself, bringing methodology to the forefront of educational research.

A revolutionary textbook introducing masters and doctoral students to the major research approaches and methodologies in the social sciences. Written by an outstanding set of scholars, and derived from successful course teaching, this volume will empower students to choose their own approach to research, to justify this approach, and to situate it within the discipline. It addresses questions of ontology, epistemology and philosophy of social science, and proceeds to issues of methodology and research design essential for producing a good research proposal. It also introduces researchers to the main issues of debate and contention in the methodology of social sciences, identifying commonalities, historic continuities and genuine differences.

The COVID-19 pandemic has likely changed the mathematics, health and environmental education research landscape in profound and long-lasting ways. As such, more than ever, there is a need to creatively and critically think about how we design research and for what purposes. This necessitates a considered and robust discussion about educational research theory, method, and methodology to ensure that our research continues to impact practice in valuable ways. This book maps out some of these key challenges and opportunities as we collectively enter a post-COVID-19 world in which method and methodology need to be appreciated as much as research findings. Topics explored here range from big-picture issues in STEM Education research, through perspectives on design-based research, to questions of analysis, complexity, the Delphi method, and ethical dilemmas.

'This work will be of immense value to those who are undertaking a significant post-graduate research study in Education. The array of impressive contributors writes in an accessible and clear manner, and brings the attention of the reader to both technical and conceptual terms. This book certainly will be an addition to my own reference library' - Susan Groundwater-Smith, Faculty of Education and Social Work, University of Sydney This straightforward and jargon-free book will provide students with the theoretical understandings, practical knowledge and skills they need to carry out independent research. The international contributors identify key research methodologies, data collection tools and analysis methods, and focus on the direct comparisons between them. Each chapter sets out the strengths and weaknesses of a key research method by: identifying specific research designs presenting a series of relevant data collection tools highlighting which analytical methods which can be used. The chapters cover the full range of methods and methodologies, including internet research, mixed methods research and the various modes of ethnographic research. Additional online materials are also available including links to useful journal articles enabling further reading and exploration of each chapter. This is a key book for M-level students and other postgraduates within Education and Educational Research Methods courses. James Arthur is Head of School and Professor of Education and Civic Engagement at the University of Birmingham, UK. Michael J. Waring is a Senior Lecturer in the School of Sport, Exercise and Human Sciences at Loughborough University, UK. Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University, UK. Larry V. Hedges (PhD) is Board of Trustees Professor of Statistics and Social Policy, at the Institute for Policy Research, Northwestern University, US.