Elements in Research Methods in Education

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About the series

The Cambridge Elements in Research Methods in Education series offers a ground-breaking approach to educational research, providing cutting-edge methodologies tailored to today’s dynamic, multicultural, and technology-driven educational settings. Readers can expect in-depth, evidence-based guidance on specific methods designed to enhance both traditional and emerging research practices. Each Element will delve into a particular approach, offering readers clear, practical guidance that balances rigour with flexibility. By clustering content around key themes—such as reflexivity, digital innovation, and diverse ontological perspectives—this series offers a comprehensive toolkit that responds to the complex challenges educational researchers and students face in the contemporary research arena.

Each Element showcases cutting-edge research and builds upon established literature, while also opening new avenues for underexplored and interdisciplinary topics, from decolonising research methods to digital education. This series provides a rich resource for educational researchers, undergraduate and graduate students alike. This is with the aim of creating a platform where innovative research practices and practical solutions converge to push the boundaries of educational inquiry in a way that’s accessible, adaptable, creative, and impactful.

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Areas of interest

Interview Practice with LGBQTA+ Learners and Teachers
Phenomenology in Science Education
Narrative Inquiry in STEM Education
Focus Group in Dance Education
Ethnographic Studies in Multi-Ethnic Classrooms
Case Study Research in Inclusive Education
Mixed Methods Research in Educational Policy Analysis
Action Research in Community-Based Learning
Longitudinal Studies on the Impact of Educational Technologies
Comparative Education Studies on Global Education Systems
Decolonising Research Practices in Education
Epistemic Justice in Education Research
Indigenising Education Research
Researching in the Global South
Ethics in Educational Research
Researchers' Positionality and Reflexivity
Digital Education Research Methods Educational Assessment Methods

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About the editors

Dr Sal Consoli is an Assistant Professor in Education and Director of Research Methods in Education at the University of Edinburgh. He is also Research Fellow at KTH Royal Institute of Technology, Sweden. His research interests include psychology of education and internationalisation of education. His work has appeared in international journals such as System, Higher Education, TESOL Quarterly, Journal of English for Academic Purposes. He has developed the concept of life capital for language education research, and this concept is now being used in various sub-domains of education. Dr Consoli has an active interest in researcher reflexivity, and he is Co-Editor of Reflexivity in Applied Linguistics (Routledge, 2023). He is also Associate Editor of the journal Research Methods in Applied Linguistics (Elsevier).

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Dr. Samantha Curle is a Reader in Education (Applied Linguistics), Director of all MRes programmes (Faculty of Humanities and Social Sciences), and Institutional Academic Lead for the South-West Doctoral Training Partnership (SWDTP) at the University of Bath. She is also Adjunct Professor at Khazar University (Azerbaijan) and an Associate Member of the English Medium Instruction (EMI) Oxford Research Group. Dr. Curle’s research interest lies in factors affecting academic achievement in EMI in higher education, such as English proficiency and psychological constructs. She has published six edited books on EMI (one forthcoming) and her EMI-related research has been published in journals such as Language Teaching, Applied Linguistics Review, Studies in Higher Education, Journal of Engineering Education, Journal for the Psychology of Language Learning, Journal of English for Academic Purposes and Language Teaching. Her research spans across four continents (Africa, Asia, Europe, South America), and has been funded by the European Commission, the national Research Councils in Hong Kong and Turkey, the British Academy Newton Fund, as well as the British Council. Dr Curle is also a Fellow of the Higher Education Academy and the Royal Society of Arts (UK).