This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects' impact, and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect. Centring on research undertaken at the Durham University Evidence Centre, the volume features contributions from authors based at universities in the US, China, India, and Pakistan. The book discusses 15 substantial studies which explore themes such as children's wider outcomes in school; disadvantage in education; and the supply of professionals for the teaching workforce. Novel in approach and highly interdisciplinary in nature, the book showcases a broad range of experience and knowledge sharing, from experienced researchers and policy makers to new academic staff, current doctoral students, and masters' students conducting ambitious large-scale projects, thereby giving voice to those just starting out in their career. Illustrating powerful studies that are feasible for students and beginners with limited or no resources, this book will appeal to new researchers, scholars and academics involved in the fields of educational research and research methods, continuing professional development, and education policy more broadly.

This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects’ impact and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect. Centring on research undertaken at the UK Durham University Evidence Centre, the volume features contributions from authors based at universities in the US, China, India, and Pakistan. The book discusses 15 substantial studies which explore themes such as children’s wider outcomes in school; disadvantage in education; and the supply of professionals for the teaching workforce. Novel in approach and highly interdisciplinary in nature, the book showcases a broad range of experience and knowledge sharing, from experienced researchers and policymakers to new academic staff, current doctoral students, and masters’ students conducting ambitious large-scale projects, thereby giving voice to those just starting out in their career. Illustrating powerful studies that are feasible for students and beginners with limited or no resources, this book will appeal to new researchers, scholars and academics involved in the fields of educational research and research methods, continuing professional development, and education policy more broadly.

Not that long ago there were fairly clear divisions between researchers at different stages throughout their career, starting with doctoral students then progressing to postdoctoral workers and finishing with academic staff. However, more recently the term Early Career Researcher (ECR) has been introduced partly as a response to their growing importance which has been reflected by their increased respect and status shown by national, international and funding bodies. There are several common features of an ECR’s job including the need to establish a professional identity and develop into an independent researcher, competing for grants and increasing one’s output of research publications; this book offers proven practical advice to help ECRs kick-start a successful academic career. With advice on: Choosing research topics Making best use of a Research Supervisor/Mentor Developing your research writing Getting published: journals and books Writing a research grant/fellowship Becoming a supervisor Becoming a teacher, and Developing your career This guide will help academics at the start of their career no matter what discipline they are engaged in... Arts, Humanities, Sciences or Social Sciences. For example, in sciences and engineering, ECRs are commonly part of a large research team and often have to work in collaborative groups; requiring strong interpersonal skills but can lead to tension in the interaction with one’s supervisor or mentor. In contrast, in the arts and humanities and perhaps the social sciences, an ECR is more likely to be an independent scholar with a requirement to work alone, leading to a different type of relationship (but not necessarily any less stressful) with one’s supervisor or mentor. Using case studies from across the subject areas to illustrate key points and give suitable examples this vital guide will help all early career academics.

This book offers a comprehensive guide to the impact of professional development schools and school–university partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field. Stemming from a national PDS research conference and project funded by the American Educational Research Association, this collaborative effort presents a vision aimed at promoting inclusive, equity-focused research within PDSs-SUPs and delves into the insights of researchers as they examine revitalized perspectives, persistent challenges, and emerging areas of study. This volume will appeal to scholars, teachers, teacher educators, university students, and education policymakers with interest in social justice in research, teacher education, and P-12 partnerships.

The perfect companion to support your development of the academic and professional skills you need as an early career researcher to help you thrive in academia. This practical book offers guidance on the essential skills you need to succeed as an academic researcher. · Work out how to thrive in academia while protecting your own wellbeing · Learn how to develop discipline and structure in your academic writing · Navigate the nuances of research funding applications · Understand how to build professional development into your daily work · Take a smart perspective on career progression Designed to work across academic disciplines, each chapter includes lessons learned from published literature as well as perspectives from recent early career researchers to provide you with detailed insight applicable to diverse academic contexts. This book is accompanied by 30+ online resources and sample templates, including downloadable and editable research proposals, publication plans, lecture slides, resumes and cover letters. Joseph Roche is a researcher and lecturer at Trinity College Dublin.

Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education. While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally. This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.

The ebook edition of this title is Open Access and freely available to read online. Organizing for Societal Grand Challenges unpacks how diverse forms of organizing help tackle-or reinforce-grand challenges,while emphasizing the need for researchers to expand their methodological repertoire and reflect upon scholarly practices.