Writing Education Research
Guidelines for Publishable Scholarship
For both new academics and those with some experience, writing articles of publishable quality can be particularly challenging. Developing the necessary skill set requires useful information, hard work, and the type of direction infrequently offered in research methods courses, leaving researchers to piece together resources on their own. This book addresses this critical topic in a format that is easy to teach and understand. It is a practical volume that teaches researchers how to identify their audience, clearly state the nature of their work, provide exceptional literature reviews, cite appropriately, and explicate their research.
Beginning each chapter with reviewer comments, Writing Education Research is designed to help scholars understand both how to write effective research reports and how to get published. Practice exercises and resource lists in each chapter offer easy-to-access information about the review and publication process. A perfect accompaniment to standard research courses, this practical book demystifies the writing process for anyone looking to publish articles, chapters, or papers in education.
Table of Contents
Chapter 1: Writing and Publishing in Education. Chapter 2: Manuscript Introduction and Purpose. Chapter 3: Review of the Literature and Theoretical Framework. Chapter 4: Research Questions, Participants, and Context. Chapter 5: Data Collection, Data Analysis, and Limitations. Chapter 6: Presenting Results and Discussion. Chapter 7: Writing Conclusions and Implications. Chapter 8: Title, Abstract, and Responding to Reviewers. Appendix.
Joy Egbert is Professor of Education at Washington State University, Pullman.
Sherry Sanden is Assistant Professor of Early Childhood Literacy at Illinois State University.
Egbert and Sanden’s text is a valuable resource for both novices and seasoned authors and reviewers. It provides important reminders about what to do and what to avoid when crafting research for publication. Their unique format, specifically invoking reviewers’ comments to identify areas of need,using examples to show where authors stray and hit the mark, makes potentially dull points come to life. I enjoyed and learned from this text – a combined benefit that I think a wide array of readers will share.
Mary F. Roe, Professor and Head of Teacher Education and Leadership, Utah State University, USA
This book is a great resource for both young and experienced education researchers. I recommend this book for anyone who is willing to learn about academic writing and review. It’s useful and timely to have a book like this to help demystify the fairly complex publication process.
Olusola O. Adesope, Assistant Professor of Educational Psychology, Washington State University, USA