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Essentials of Research Methods in Education

• Scott Buckler - Independent Academic, Teacher, Chartered Psychologist
• Harriett Moore
• Description

Education research methods can be scary and confusing. This useful text looks set to provide a focused yet very accessible introduction – providing useable practical guidance while also addressing the complexity. It should be an asset for both academics and practitioner researchers.

This is the text that students have been waiting for. It is comprehensive, reader friendly, and interdisciplinary. The authors frame research as a quest for the truth, and provide specific stages and procedures to assist this search.

Honest, informed and practical, Essentials of Research Methods in Education lives up to the promise of its title; offering the reader the essentials of educational enquiry. Beginning with a timely reminder that Education and research are fundamentally inseparable, the authors offer a fulsome and engaging tour of the field, highlighting the controversies, possibilities and satisfaction in undertaking educational research for meaningful change. While conscious of not simply adding to an already crowded field of research literature, Buckler and Moore offer a refreshingly contemporary angle on doing educational research, making this a distinctively important addition to the literature of the intending educational researcher at any level of study.

This book is very accessible for researchers at all levels and skills.  The thorough way in which the authors have approached the challenges of Research Methods will support the development of all projects.  It is an essential read.

This book is written by authors well versed in the challenges of research and it shows the moment you start to read it. The text is clear and to the point with some nice touches of humour. Layout is extremely clear making the book easy to follow and to dip into, and has very useful sections such as “lessons learned the hard way” in each chapter. It also manages to share the energy and enthusiasm for research and its transformational ability.

The “Holy Grail” of textbooks on educational research is one which combines a clear relatively simple approach which will not frighten beginners and yet which offers the depth and detail required by so much research. Here Scott and Harriett have come very close to reaching that “Holy Grail” status with this book. It is an excellent, clear introduction to research which avoids some of the stodginess of older texts, yet provides the necessary depth and detail which students need.

Buckler and Moore have written a highly accessible book on educational research methods. On reading the book, I felt like I was being taken on a journey of discovery in the hands of friendly, knowledgeable, and trustworthy guides. The book is exceptional in raising contemporary issues in depth whilst never leaving the reader adrift among complex details. Those embarking on research will be well rewarded by engaging with the challenges the authors set and following their guidelines for approaching their own research questions effectively.

'This book deals honestly and clearly with the myriad of ideas that students come across when they begin educational research. It is a 'dip in' book in which students can clarify the concepts they come across in other books and in lectures. Recommended to everyone from undergraduate to doctoral level.'

This text provides an accessible, detailed, practical, and holistic exploration of research methods in education. It furnishes the reader with a clear account of the philosophical and socio-cultural foundations of research whilst also providing helpful insights into the journey from research design to dissemination of findings. This will be an invaluable resource for both student researchers and others involved in the field of educational research.  

This book provides a richly comprehensive guide to conducting educational research.  The reader is supported in building a deep understanding that offers greater insight and avoids the ‘myth and mystery’ so often associated with the research process.  Throughout, an illustrative quest allegory entertains and enlightens the reader without distracting from the rigour of the central purpose. For more experienced researchers Buckler & Moore succeed in making the familiar strange.  Thoroughly recommended. 

As an introduction to research methods, this book provides a simple, clear and comprehensive overview of the research journey. This book holds you hand all the way through, starting with your initial research ideas, to digging deep into the detail of each research stage. A highly recommended resource for everyone, whether new or familiar to the research arena.

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Educational Research

Whether you're an education student undertaking research projects as part of your course or postgraduates and early career researchers, we hope this Educational Research hub provides useful guidance to support scholarship and research in this important field.

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Methods to the madness

• Methodspace - connect with the research community
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An Introduction to Educational Research

Conducting Educational Research

Doing Educational Research

Introduction to Educational Research

Counseling and Educational Research

Ethics and Education Research

Challenges for Educational Research

Early Childhood Educational Research

Educational Research Methods

Doing Your Education Research Project

Educational Research, Policymaking and Practice

Key Issues for Education Researchers

Social Theory and Education Research

Getting Started in Your Educational Research

Signposts for Educational Research CD-ROM

Understanding Quantitative Data in Educational Research

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IEA Research for Educators

Evidence-based and Instructional Materials for Teachers Using Data from the International Association for the Evaluation of Educational Achievement (IEA)

About this book series

The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonprofit cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany in 1958. For over 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries’ efforts to engage in national strategies for educational monitoring and improvement.

IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers and educators. The founders of IEA viewed the world as a natural educational laboratory, where different school systems experiment in different ways to obtain optimal results from educating their youth. They assumed that if research could obtain evidence from across a wide range of systems, the variability would be sufficient to reveal important relationships that would otherwise escape detection within a single education system. They strongly rejected data-free assertions about the relative merits of various education systems and aimed to identify factors that would have meaningful and consistent influences on educational outcomes.

In line with this, this series of peer-reviewed publications is established to contribute to educational practices. The goal is to inspire educators by translating IEA research findings into evidence-based practice, and to foster engagement and conversation between researchers and practitioners.

More information about this series at https://www.springer.com/series/16856

• Andrea Netten,
• Paulína Koršňáková

Book titles in this series

Putting pirls to use in classrooms across the globe.

Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context

• Marian Bruggink
• Nicole Swart
• Annelies van der Lee
• Eliane Segers
• Open Access
• Copyright: 2022

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Research for Inclusive Quality Education

Leveraging Belonging, Inclusion, and Equity

• © 2023
• Christopher Boyle   ORCID: https://orcid.org/0000-0001-6196-7619 0 ,
• Kelly-Ann Allen   ORCID: https://orcid.org/0000-0002-6813-0034 1

School of Education,, The University of Adelaide,, Adelaide,, Australia

You can also search for this editor in PubMed   Google Scholar

Monash University,, Clayton,, Australia

• Presents the latest research in the field of inclusion by active researchers in the field
• Positions notions of inclusion beyond the traditional disability lens
• Provides practices and strategies guided by empirical research

Part of the book series: Sustainable Development Goals Series (SDGS)

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Table of contents (23 chapters)

Front matter, understanding the issues in inclusive education: working towards equitable and accessible education for all students.

• Christopher Boyle, Kelly-Ann Allen

Inclusion in Teacher Training

Teachers’ attitudes to inclusive education in australia.

• Christopher Boyle, Kelly-Ann Allen, Jessica Grembecki

Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education

• Christopher Boyle, Kelly-Ann Allen, Christopher L. Barrell

The Importance of Pre-Service Secondary Teachers’ Attitudes Towards Inclusive Education: The Positive Impact of Pre-Service Teacher Training

• Christopher Boyle, Shane Costello, Kelly-Ann Allen

Preparing Practitioners for Inclusive Practice: The Challenge of Building Schema to Reduce Cognitive Load

• Greg Auhl, Alan Bain

Inclusion for Specific Populations

Young people with serious mental health problems: a case for inclusion.

• Heather Craig, Kelly-Ann Allen

Standing Out While Fitting in (SOFI): A Counternarrative on Black Males’ Strivings for Inclusiveness at a Predominantly Black High School

• DeLeon L. Gray, Nicole Leach, Diane Johnson, Shayne Zimmerman, Jason Wornoff, Quinton Baker

What Norwegian Individuals Diagnosed with Dyslexia, Think and Feel About the Label “Dyslexia”

• Mads Johan Øgaard, Christopher Boyle, Fraser Lauchlan

Social Inclusion to Promote Mental Health and Well-Being of Youths in Schools

• Gökmen Arslan, Murat Yıldırım, Ahmet Tanhan, Mustafa Kılınç

Autism Spectrum Disorder and Inclusive Education

• Abbas Abdollahi, Nastaran Ershad

LGBTQ Relationships and Sex Education for Students

• Lefteris Patlamazoglou, Panagiotis Pentaris

An Inclusive Response to Students with Rare Diseases from a Community Perspective: The Importance of the Active Role of Associations

• Zuriñe Gaintza, Leire Darretxe

Who Belongs in Schools? How the Education System Fails Racially Marginalised Students

• Hannah Yared, Christine Grové, Denise Chapman

Inclusion for Families and Schools

Inclusive secondary schooling: challenges in developing effective parent-teacher collaborations.

• Linda Gilmore, Glenys Mann, Donna Pennell

Working with Families of Students with Disabilities in Primary Schools

• Gerald Wurf

Parents’ and Educators’ Perspectives on Inclusion of Students with Disabilities

• James M. Kauffman, Bernd Ahrbeck, Dimitris Anastasiou, Jeanmarie Badar, Jean B. Crockett, Marion Felder et al.
• inclusion and modern education systems
• contemporary perspective on inclusion
• contemporary research on inclusion
• social inclusion and education
• measuring effective inclusive education
• in-service teachers and inclusive education
• pre-service teacher training programmes in special education
• primary pre-service teachers and inclusive education
• secondary pre-service teachers and inclusive education
• mental illness and social inclusion
• parent-teacher collaborations in inclusive education
• educational pyschology and inclusive education
• inclusion in schools and LGBTIQI
• mental health and well-being in schooling youths
• inclusive education in Australia
• inclusive education in Denmark
• inclusive education in Norway
• inclusive education in Iran

About this book

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues.

This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

Editors and Affiliations

Christopher Boyle

Kelly-Ann Allen

About the editors

Professor Christopher Boyle is a Professor in Inclusive Education and Educational Psychology in the School of Education at the University of Adelaide, Australia. He is a Fellow of the British Psychological Society and a Senior Fellow of the Higher Education Academy. He was previously Editor in Chief of The Educational and Developmental Psychologist (2012-2017) and is currently the co-inaugural founding editor of Belonging and Human Connection (with Kelly Allen) of the new journal Belonging and Human Connection launched in 2022 and published by Brill. He is an internationally recognised and respected academic and author on the subjects of inclusive education, and psychology. He is a registered psychologist in the UK and Australia

Bibliographic Information

Book Title : Research for Inclusive Quality Education

Book Subtitle : Leveraging Belonging, Inclusion, and Equity

Editors : Christopher Boyle, Kelly-Ann Allen

Series Title : Sustainable Development Goals Series

DOI : https://doi.org/10.1007/978-981-16-5908-9

Publisher : Springer Singapore

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023

Hardcover ISBN : 978-981-16-5907-2 Published: 11 November 2022

Softcover ISBN : 978-981-16-5910-2 Published: 12 November 2023

eBook ISBN : 978-981-16-5908-9 Published: 10 November 2022

Series ISSN : 2523-3084

Series E-ISSN : 2523-3092

Edition Number : 1

Number of Pages : XXIII, 313

Number of Illustrations : 3 b/w illustrations, 6 illustrations in colour

Topics : Education, general , Pedagogic Psychology , International and Comparative Education

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New book offers tools for educating African immigrant youth in K–12 schools

A new book co-edited by Michigan State University College of Education Associate Professor V aughn W. M. Watson offers an in-depth look at the vibrant educational and civic lives of African immigrant youth in K–12 schools across the United States, Canada and globally.

Scheduled for release in June 2024 by Teachers College Press , “ Educating African Immigrant Youth: Schooling and Civic Engagement in K–12 Schools ” is the product of Watson and colleague’s scholarly work exploring participatory, communal civic engagement.

Divided into three parts, the book could transform how individuals think about the interplay of schooling and their participation in the political and social processes that shape their community and society. It incorporates deep and diverse viewpoints rooted in African cultural traditions, heritage practices, and ways of thinking. In doing so, Watson and co-editors – scholars Michelle Knight-Manuel (University of Denver) and Patriann Smith (University of South Florida) – examine classroom perspectives, participatory and communal approaches to learning and practices in literacies, languages, and community engagement.

African perspectives in the context of civic engagement and literacy include:

• Participatory communal citizenship : Expands the concept of civic engagement beyond traditional activities like voting to include lifelong learning and reflect communal learning and wisdom inherent in African cultural traditions and heritage practices.
• Broad notions of civic engagement : Includes African epistemologies that emphasize community-wide learning, rather than individual achievement, highlighting the importance of collective action and wisdom passed down through generations.
• Learning as lifelong and communal : Suggests that learning and community participation are continuous processes that involve the whole community, drawing on African practices of shared knowledge and communal responsibility.
• Eldering and African epistemologies : Points to the value placed on elders and their wisdom in African societies, suggesting that understanding and engaging with this wisdom can broaden perspectives on what it means to be civically engaged.

“The book is very purposeful in helping us think about the schooling experiences of African immigrant youth – not solely from Western perspectives using Eurocentric frameworks,” said Watson.

Utilizing over a decade of research, the book incorporates perspectives across 13 chapters from 22 contributors representing a broad spectrum of academic disciplines – including social studies, mathematics, higher education and even those outside of education. Curriculum, Instruction and Teacher Education Ph.D. program students Sandra Boating and Joel Berends also contributed to the book.

Chapter 12 – co-written by Watson and Berends – proposes a curriculum design that honors and extends students’ complex identities, cultural backgrounds and contributions to their communities. Their framework aims to affirm the richness of African immigrant experiences in educational settings.

Watson hopes that educators, policymakers, professional development workshops, curriculum developers, and others will read, and engage with the book.

Informed by experience

Watson’s journey to this book began during his time as a teacher in a performing and visual arts high school in New York City, where his curiosity about the creative and artistic literacy practices of Black youth he worked with was piqued.

This interest, combined with his professional background as a music journalist for seven years, laid the foundation for his scholarly work.

Other news: Watson awarded NAEd/Spencer Fellowship

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Is College Worth It?

2. public views on the value of a college degree, table of contents.

• Labor force trends and economic outcomes for young adults
• Economic outcomes for young men
• Economic outcomes for young women
• Wealth trends for households headed by a young adult
• The importance of a four-year college degree
• Getting a high-paying job without a college degree
• Do Americans think their education prepared them for the workplace?
• Is college worth the cost?
• Acknowledgments
• The American Trends Panel survey methodology
• Current Population Survey methodology
• Survey of Consumer Finances methodology

We asked Americans what they think about the value of a four-year college degree from a few different angles:

• Is a degree important in order for someone to get a well-paying job in today’s economy?
• Has the value of a degree changed in recent decades?
• Can someone without a degree get a well-paying job?
• How useful do people think their own education was in preparing them for a well-paying job?
• Is the cost of college worth it today?

Four-in-ten Americans say it is not too or not at all important to have a four-year college degree in order to get a well-paying job in today’s economy.

Only 25% say it’s extremely or very important to have a college degree, and 35% say it’s somewhat important.

We also asked the public about the importance of a college degree now versus 20 years ago.

About half of Americans (49%) say it’s less important today than it was in the past for someone to have a four-year degree in order to get a well-paying job. About a third (32%) say having a degree is more important now, and 17% say its importance hasn’t really changed.

Differences by party

Half of Republicans and Republican-leaning independents – compared with 30% of Democrats and Democratic leaners – say it’s not too or not at all important to have a four-year college degree to get a well-paying job.

And a majority of Republicans (57%) say having a degree is less important today than it was 20 years ago; 43% of Democrats say the same.

These partisan gaps hold even after controlling for differences in the educational attainment of Republicans and Democrats.

Differences by education

College graduates are more likely than those with less education to say that having a college degree is extremely or very important (30% vs. 22%).

But views on whether having a college degree is more or less important today than it was 20 years ago don’t differ significantly by education. Roughly half of four-year college graduates (51%) and those with less education (48%) say it’s less important today for someone to have a college degree than it was in the past.

Adults with a postgraduate degree, however, have somewhat different views than those with a bachelor’s degree on both of these measures. Some 35% of postgraduates say it’s extremely or very important to have a four-year college degree in order to get a well-paying job, compared with 27% of those whose highest attainment is a bachelor’s degree.

And 39% of postgraduates – compared with 30% of those with a bachelor’s degree – say it’s more important to have a college degree today than it was 20 years ago.

Differences by age

Young adults stand out in their views on the importance of a college degree today versus in the past.

Among those ages 18 to 29, 44% say having a degree is more important today in order to get a well-paying job than it was 20 years ago. By comparison, 29% of those 30 to 49 and 30% of those 50 and older say the same.

Americans also have mixed views when it comes to whether someone without a four-year college degree could get a well-paying job in today’s economy.

Only about a third (34%) say it’s extremely or very likely that someone withouta four-year degree could get this kind of job.

Nearly half say it’s somewhat likely that someone without a college degree could get a well-paying job, and 20% say it’s not too or not at all likely.

These views differ by:

• Partisanship: 42% of Republicans and 26% of Democrats say it’s extremely or very likely someone without a four-year degree could get a well-paying job. Among Democrats, 25% say it’s not too or not at all likely; just 15% of Republicans say the same.
• Education: 28% of adults with at least a bachelor’s degree say it’s extremely or very likely that someone without a college degree could get a well-paying job today. This compares with 37% of those with some college and 36% of those with a high school diploma or less education.

When thinking about how useful their own education was in giving them the skills and knowledge needed to get a well-paying job, a majority of those with a four-year college degree or more education (58%) say it was extremely or very useful. (This finding excludes the 9% of respondents who said this question did not apply to them.)

Adults with a postgraduate degree are especially likely to say their education was extremely or very useful: 72% say this, compared with 47% of those whose highest attainment is a bachelor’s.

By comparison, adults with less education have more mixed views. Among those who have not completed a bachelor’s degree, 38% say their education was not too or not at all useful in giving them the skills and knowledge needed to get a well-paying job; 35% say it was somewhat useful, and 26% say it was extremely or very useful.

These views don’t differ as substantially by age or by party.

When asked about the cost of college these days, many Americans question whether it’s worth it if a student has to take on debt. Nearly half of adults (47%) say a four-year college degree is worth the cost, but only if someone doesn’t have to take out loans in order to attend.

Only 22% say college is worth the cost even if someone has to take out loans. And 29% say college isn’t worth the cost.

Meanwhile, data from the Federal Reserve shows that more than four-in-ten adults who attended college say they took out student loans for their education .

Views on the value of college differ by partisanship, education and age. But notably, in all groups except for Republicans, pluralities say the cost of college is worth it only if someone doesn’t have to take out loans.

A narrow majority of Democrats (54%) say the cost of getting a four-year college degree is worth it, but only if someone doesn’t have to take out loans. A smaller share of Republicans (41%) say the same.

About one-in-four Democrats (26%), compared with 19% of Republicans, say the cost is worth it even with loans.

Republicans are twice as likely as Democrats to say college is not worth the cost (38% vs. 19%).

Americans with at least a four-year college degree are much more likely than those with less education to say that college is worth the cost even if someone has to take out loans (32% vs. 17%).

Those with a postgraduate degree are among the most likely to express this view: 37% say college is worth the cost even after taking out loans. This compares with 29% among those with a bachelor’s but no postgraduate degree.

Even so, across all education levels, more say a four-year degree is worth the cost only if someone doesn’t take on debt than say it’s worth the cost with debt.

Those with some college or less education are about twice as likely as those with at least a bachelor’s degree to say the cost of getting a degree isn’t worth it at all (35% vs. 18%).

Young adults are more likely than their older counterparts to say the cost of a degree is worth it only if someone doesn’t take out loans: 55% of those ages 18 to 29 say this, compared with 48% of those 30 to 49 and 44% of those 50 and older.

And 18- to 29-year-olds are less likely to say the cost isn’t worth it at all (22% vs. roughly three-in-ten among older age groups).

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Half of Latinas Say Hispanic Women’s Situation Has Improved in the Past Decade and Expect More Gains

From businesses and banks to colleges and churches: americans’ views of u.s. institutions, fewer young men are in college, especially at 4-year schools, key facts about u.s. latinos with graduate degrees, private, selective colleges are most likely to use race, ethnicity as a factor in admissions decisions, most popular, report materials.

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Former Spotswood teacher pens memoir on 50-plus years in education

For more than half a century, Ellen Lewis has dedicated her professional life to education. Lewis recently took her lengthy experience and penned a book titled, "The Wednesday Lady."

An honest mix of reminiscences and reporting, the book is culled from real-life letters and report card comments. While there is a sense of Lewis' fun and love of teaching to the book, some stories are teary and heartbreaking.

"The stories are true," said Lewis, who lived and raised her son in East Brunswick before moving to Monroe a few years ago. "Names have been changed for legal reasons. And it's not all just happy-go-lucky. There's some very sad and very not nice things, too, that I included."

A teacher in Spotswood for 32 years, Lewis initially retired from the classroom and took up a role with Pearson, the testing center. For several years, Lewis traveled for the state Department of Education providing professional development for educators on how to use Pearson's formal assessment tool and use the feedback from the software. During that time, she also administered standardized tests to students throughout the state.

After that stint, Lewis taught Conversational English online to Chinese students. During the COVID pandemic, she was enticed back to the classroom by the DOE and now works for the Educational Services Commission of New Jersey (ESCNJ), based in Piscataway. She finds herself mainly in classrooms at non-public schools.

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"That job sounded different − interesting," Lewis said. "So, for five years now, I have been working been traveling to different schools working with students who score from the 39th percentile and below in our standardized tests to try to help these students get back on track. These are students who are struggling because as we all know, COVID was not helpful to our students."

It is at one of these schools that Lewis became "The Wednesday Lady."

Just after COVID restriction eased and Lewis was back teaching in-person, the principal came to her as she was setting up her class. She wanted to speak with Lewis when she was done.

"I was really upset because I worried that I offended somebody," Lewis said. "So, she asked me to sit down, and she put a big smile on her face. She said, 'I have to tell you something.' She said, 'Many people have come to this school, religious people, political people, people from the community who are curious, but no one has received a welcome like you have.' I used to work on Wednesday afternoons my first year there. And the principal said, 'I want you to know that every Wednesday when those kids are eating lunch and they see your car pull up into the parking lot from the window where they're sitting, they all get up from their seats, go over to the window, start clapping and chanting The Wednesday lady is here. The Wednesday lady is here.’”

The book came about from as student as well. Lewis, who taught first grade in Spotswood, was contacted by a former student from her very first class in 1972 who asked if she would be at their 50th class reunion.

"I've been contacted by so many parents and so many students − the process has been very rewarding," she said. "That was one of the reasons why I wanted to get my book out − as a as a recognition of 50 years with that one class. I'm still in touch with the kids and their parents."

Lewis loved working in Spotswood. It had a small-town vibe and she saw generations enter and exit her classroom.

"There's something about a small town. I grew up in a small town," she said. "In Spotswood, I had the mayor. I had the mayor's children. I had the superintendent. I had his wife. The kids there, they grow up, they go to college, they come home, they buy a house two blocks away from the house they grew up in with their parents. I'd have mothers as room mothers and then later they would be grand room mothers. You would see different families combining. So-and-so would marry so-and-so and then I would teach the next generation. I used to get invited to kid's birthday parties and to their houses for lunch when I first started teaching."

"The Wednesday Lady" took Lewis about 14 months to write, she said.

"I had a lot of encouragement," Lewis said. "I belong to different writers' clubs and had a lot of encouragement from my peers in the group. And it was just something I felt I wanted to do. And something that was creative − I like to be creative with different kinds of things. And so this was another creative experience for me."

"The Wednesday Lady," is actually Lewis' second book. She wrote about her family's ancestry for a niece when she got married. After that, the writing bug bit and Lewis took a seminar in writing a memoir. A seminar leader suggested she speak with another professional and that chat spawned what later became "The Wednesday Lady."

"I was figuring out how I was going to approach my vision of what a memoir was," she said. "When we talked, the woman was asking me about my experience with writing, my career, etc. And then she said, 'Tell me what you have written so far in your life.' I said, 'I wrote for my niece for her wedding. I wrote grocery lists, and I wrote report card comments.' And she said, 'Well, there you go. That's your first book.'"

It was an awakening, Lewis said.

"When you are so intensely involved with something, you don't see the whole picture," she said. "It takes you a while and that's what the book helped me see − the whole picture."

Lewis also feels the book is timely because education is undergoing so many changes throughout the country.

"The pendulum is swinging out of control, I think," she said. "I think nobody knows where to turn to for all the answers and people are scurrying around. There's so many things now that teachers have to deal with that I didn't have to deal with. I'm not saying they weren't there, but things were not so intense or vocal. And I speak to young teachers and to be honest, a lot of them have said to me, 'I don't think I'll make it as long as you did.' I think the book really helped me get a grip and understand my part."

Lewis still finds joy in teaching and being "The Wednesday Lady," looking forward to her time with the students every week.

"I've dabbled in and around a lot," she said. "And every day, I learned something new. There's always a student who teaches me something new. And I've made so many great relationships in my classroom teaching and being this traveling troubadour of the classroom. And to hear when I'll be walking down the hall, 'Oh are you the Wednesday lady? Oh, good. I'm so glad.' So as long as I continue to get the joy that I can and feel that I have helped a few children, then it's important for me to keep it up."

Published by Rebel Books Press, Lewis' book is sold in bookstores everywhere in U.S. and across Europe and the United Kingdom as well as online on websites such as Barnes and Noble and Amazon.

email: [email protected]

Cheryl Makin is an award-winning features and education reporter for MyCentralJersey.com , part of the USA Today Network. Contact: [email protected] or @CherylMakin . To get unlimited access, please subscribe or activate your digital account today.

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This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries.

This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).  

Globalization is a powerful force with far reaching impacts on education and education policy. The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future.

This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. 

Readers interested in civic education and adolescents’ attitudes towards cultural diversity will findthe theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.

• Hardcover $56.23

This open access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system.

Education systems generally aim to narrow theachievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data.

Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies. 

• Paperback $50.27

• Paperback $54.99

This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries.

While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. 

Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.

• Paperback $52.37

This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender.

When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse.

The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys?

Readers will learn how male and female studentsdiffer in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.

• Paperback $49.10

This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015.

The study and associated methodology may enable education systems to help identify specific needs in the curriculum,  improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.

• Hardcover $50.42

This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. 

Readers will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. 

The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data.

• Hardcover $53.95

This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens. Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of educationin contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.

• Hardcover $24.59
• Paperback $49.93

This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. 

The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law. 

• Hardcover $51.10
• Paperback $41.79

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I am an “Adult Third-Culture Kid”; born in Scotland, lived in Canada from age 1 to 10, and spent 10 years in Western Europe between ages 10 and 21. After 7 years in Montreal, I moved to New Zealand in 1983 where I worked as a high school English and ESOL teacher, a test development researcher and research manager, and as a senior lecturer of research methodology at The University of Auckland. I spent 3 years in Hong Kong at the Institute of Education where I extended my research into Chinese contexts. My research focus is on school-based assessment, informed by psychometric theory, with a special focus on the social psychology of people’s responses to educational assessment. Hence, I focus on measuring academic performance, affective attitudes, and investigating how assessment is understood by students and teachers. I am currently carrying out cross-cultural research investigating socio-cultural factors that explain systematic differences between societies in how teachers and students conceive of assessment. In addition to giving papers at international academic conferences, I have given talks on educational assessment topics in Brazil, Canada, China, Chile, Germany, Hong Kong, Malaysia, Queensland, New Zealand, and South Africa. I am especially interested in supervising research students who will undertake a mixture of qualitative and quantitative research around teachers' and/or students' thinking about and practices of assessment and the impact of those conceptions and practices on educational outcomes for students.

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