SAGE Journal Articles

Select SAGE journal articles are available to give you more insight into chapter topics. These are also an ideal resource to help support your literature reviews, dissertations and assignments.

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Emihovich, C. (1999) Compromised Positions: The Ethics and Politics of Designing Research in the Postmodern Age, Educational Policy, 13, (1), pp. 37-46.

Abstract: Three cross-cutting issues—bias and objectivity in social science research, normative standards to guide policy development, and subjectivity applied within moral contexts—are examined in relation to 2 research studies conducted in school and community settings. In each case, the focus of the study (health services in schools, teen pregnancy prevention programs) raised complex ethical and political concerns in designing and conducting research on topics that were highly contested and emotionally charged.

Boote, D. N. and Beile, P. (2005) Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation, Educational Researcher, 34, (6), pp. 3-15.

Abstract: A thorough, sophisticated literature review is the foundation and inspiration for substantial, useful research. The complex nature of education research demands such thorough, sophisticated reviews. Although doctoral education is a key means for improving education research, the literature has given short shrift to the dissertation literature review. This article suggests criteria to evaluate the quality of dissertation literature reviews and reports a study that examined dissertations at three universities.

Song, M and Herman, R. (2010) Critical Issues and Common Pitfalls in Designing and Conducting Impact Studies in Education: Lessons Learned From the What Works Clearinghouse (Phase I), Educational Evaluation and Policy Analysis, 32, (3), pp. 351-371.

Abstract: Drawing on our five years of experience developing WWC evidence standards and reviewing studies against those standards as well as current literature on the design of impact studies, we highlight in this paper some of the most critical issues and common pitfalls in designing and conducting impact studies in education, and provide practical guidance on addressing these issues and avoiding common pitfalls.

Adams, P. J. and Buetow, S. (2014) The place of theory in assembling the central argument for a thesis or dissertation, Theory Psychology, 24, (1), pp. 93-110.

Abstract: While theory plays a variety of roles in forming the central argument of an academic work, it is often assigned a secondary status to that of research methods. The following paper focuses specifically on the benefits for psychology research students in engaging with the capacity of theory to enhance the coherence and originality of their academic works (such as theses or dissertations). Barriers to engagement with theory are identified and contributory factors discussed. The article then develops an account for understanding the dynamic and multilayered ways in which theory contributes to research enquiries.