Call for Chapters for the Book “Qualitative Inquiry in Educational Research” Editor: Olga Gould-Yakovleva, Ph.D.
Submit your chapter proposal following this link: https://www.igi-global.com/publish/call-for-papers/call-details/10062
Introduction According to the current trends and, most importantly, needs in education, teaching and learning practices are expected to be evidence-based. Moved by the voices from my university graduate students, the seasoned teachers-practitioners, I strongly perceive and understand their urge for a more consistent, perpetual, and substantial connection between the research in the field of education and teachers’ practical teaching at schools on all grade levels. While closely examining the literature in the related fields, my Graduate students persistently raise the topic of the existing disconnect between the published research findings and their own practices and needs as classroom teachers on the grade levels from Pre-Kindergarten (Pre-K) through grade 12 and in higher education. With the above claims in mind, I am starting this new book entitled Qualitative Inquiry in Educational Research, while aiming to help close the strongly perceived by the teachers practitioners gap and establish a tighter, higher functioning connection between the educational researchers and practical classroom educators. So, this call for chapters aims to invite the authors of specifically those research reports, which offer the above readers the qualitative study implications in the form of practical, and useful, evidence-based advice, mentoring, and guidance for their classroom teaching.
Choice of Paradigm and Method As a dedicated follower of such great philosophers as Mikhail Bakhtin, Yuri Bronfenbrenner, and Lev Vygotsky, I strongly believe in the powerful role of a human word, genuine dialogue, and a humanistic socio-cultural approach in education, educational research, and qualitative inquiry. And as a dedicated qualitative researcher, I devotedly adhere to the postulates by such great methodologists as John Creswell, Norman Denzin, Margot Ely, Corrine Glesne, Alan Peshkin, Johnny Saldaña, Irving Seidman, and James Spradley. In accordance with their teachings and my own experiences as of an educator and educational researcher, I conclude that an individual human’s feelings, perceptions, and ideas are not to be calculated but rather need to be listed to, thoughtfully attended to, critically evaluated, and respectfully considered to help shape one’s understanding of the phenomena in the focus of the inquiry.
Objectives Ultimately, the book Qualitative Inquiry in Educational Research intends to provide the large educational audiences with the latest research findings, which may help to strongly improve the practical field of Education. Among the intended vast target reading audiences are qualitative educational researchers, higher-education instructors, teacher-educators, schoolteachers-practitioners, teacher coaches and specialists, as well as school and district administrators, and policy makers. This book will be uniquely tailored by the editor so that its sections contain sets of chapters, which aim is to inform readers on a range of specific qualitative research methods. Moreover, this publication will be different from the comparable literature on qualitative inquiry due to the fact that, while emphasizing the affordances of diverse designs and methods of the qualitative studies, every chapter will provide a voluminous section containing practical suggestions for implementation in a classroom.
Target Audience As follows from the above, this book intends and has a strong potential to attract a greater number of researchers, academic, and school communities in the United States and globally. Due to the above intention, this book's reading audiences might strongly benefit from the following two major factors. First, research-centered audiences will get access to different kinds of the latest qualitative research reports. Second, the academic and educational audiences will acquire the valuable evidence-based practical mentorship, advisement, tips, and all kinds of how-to's from the chapter authors who had been serving the field of education for years, know this field's specifics, and bring to the educational discussion table their innovative research-based findings.In brief, focus participant or reader populations might include, but are not limited to: • Students of all grade levels • College or university students • Schoolteachers • University professors • Community College instructors • Researchers • Professors of research and methodology classes • Educators of all ranks in any educational establishments • Special Education pedagogues • Teachers of English Language Learners • Psychologists • Adult Education instructors, etc.
Topics Due to this book’s dual focus on the qualitative research and the former in education, a plethora of topics are suggested for the prospective chapter authors to be included in this publication. For example, Design and Method: • Ethnography • Microethnography • Authoethnography • Focused Ethnography • Phenomenology • Metasynthesis • Case Study • Narrative Study • Telling Case • Interview-Based Inquiry • Interdisciplinary Studies Content: • Innovative Approaches in Teaching English Language Learners • New Strategies for Teaching Multilingual and Multicultural Students • New Trends in Culturally Relevant Pedagogy • Latest Trends and Issues in Special Education • Methods for Improving Student Behavior and Classroom Atmosphere • Efficient Planning for Higher Academic Achievement • Untraditional Methods and Approaches in Education • Innovative versus Classical Methods in Education, etc.
References Bakhtin, M., Holquist, M., & Emerson, C. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. Bronfenbrenner, U. (1993). Ecological models of human development. In M. Gauvan & M. Cole (Eds.), Readings on the development of children (pp. 37-43). Freeman. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon (Ed.), Handbook of child psychology (pp. 993-1028). J. Wiley. Creswell, J. W. (2007, 2013). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications. Denzin, N. K., & Lincoln, Y. S. (2002). The qualitative inquiry reader. Sage. Denzin, N. K., & Lincoln, Y. S. (2002). Reflexive ethnography. In N. K. Denzin & Y. S. Lincoln (Eds.), The qualitative inquiry reader (pp. 1-4). SAGE Publications, Inc., https://doi.org/10.4135/9781412986267 Ely, M., Anzul, M., Friedman, T., Garner, D., & Steinmetz, A. M. (1994). Doing qualitative research: Circles within circles. Bristol, PA: The Palmer Press. Glesne, C. (2010). Becoming qualitative researchers (4th ed.). New York: Longman. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman. Saldaña, J. (2013). The coding manual for qualitative researchers. Los Angeles, CA: SAGE Publications. Saldaña, J. (2018). Writing qualitatively: The selected works of Johnny Saldaña. Routledge. Seidman, I. E. (2013). Interviewing as qualitative research (4th ed.). New York: Teachers College Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology, including the volume thinking and speech. In R. W. Rieber & A. S. Carton, (Eds., Trans. N. Minick). New York: Plenum