English Teaching: Practice and Critique
Volume 11, Number 1 (May 2012): Focus: Research methodologies as framing the study of English/literacy teaching and learning
Co-editors: Andrew Goodwyn (Institute of Education, University of Reading, United Kingdom) and Carol Fuller (Institute of Education, University of Reading) and Judith Green (Gevirtz Graduate School of Education, University of California, Santa Barbara)
Rationale:
Whilst choice of research method may often represent a very necessary and pragmatic decision based on time and resources available, it will also often reflect a philosophical underpinning that resonates strongly with a researcher's standpoint as to what counts as research. As research methodologies offer competing views of the world and provide contrasting lenses through which to generate, analyse and then make sense of findings, choice of methodological framing is therefore of interest. The contributors to this issue of English Teaching: Practice and Critique consider the ways that a range of methodological approaches constrain or liberate research in English/literacy and contribute in meaningful ways to our understanding of teaching and learning. We trust that this issue stimulates debate around the role of epistemological positioning in English/literacy research through the publication of articles and narratives that consider its value as well as those that critique its limitations or constraints.
The Editorial Board expresses its gratitude to the the guest editors of this issue and also to the following (some are members of the Review Board) who have helped with the review process: Eileen Hyder, Margaret Perkins, Lionel Warner, Ellie Francis-Brophy, Alan Floyd, Caroline Crolla, Elizabeth McCrum (University of Reading); Vivian Vasquez (American University); Annette Patterson (Queensland University of Technology); Kathleen Collins (Pennsylvania State University); Marnie O'Neill (University of Western Australia); Richard Heyman (University of Calgary); Janet Donin (McGill University); Laura Nicosia (Montclair State University); Kelly Chandler-Olcott (Syracuse University); Chris Pappas; David Bloome (Ohio State University); Peter Smagorinsky (University of Georgia); Douglas Baker (Eastern Michigan University); Margaret Franken (University of Waikato); James McLellan (University of Brunei).