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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.

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

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). 

Contact us at: Sal.Consoli@ed.ac.uk

Dr Samantha Curle is a Reader in Education, Director of the MRes programme in Advanced Quantitative Research Methods (University of Bath), Associate Member of the English Medium Instruction Oxford Research Group (University of Oxford), and Adjunct Professor as Khazar University (Azerbaijan). She is also the SWDTP Pathway Lead for the Advanced Quantitative Methods ESRC Studentship, Editor for Data in Brief and Consultant for TransformELT. Her main research interest lies in factors affecting academic achievement in English Medium Instruction (EMI) in higher education. She has published six edited books on EMI (one forthcoming). Three of these volumes have focused on research methods in EMI. Her research has been published in journals such as Language Teaching, Studies in Higher Education, Journal of Engineering Education, Language Teaching Research, and International Journal of Bilingual Education and Bilingualism.