Mark Hadfield

Kaye Haw

In this digital age the use of video in social science research has become commonplace. As sophistication has increased along with usability, as spiralling staff costs push out direct observation, the researchers training today are grasping video as a means of coming to terms with the continued pressure to produce accessible research. However, the ‘fit’ of technology with research is far from simple. Ideally placed to offer guidance to developing researchers, this new text draws together the theoretical, methodological and practical issues of effectively using video across the social sciences. This book concentrates on how researchers can benefit from the use of video in their own research, whether it is: Video as representation Video as an aid to reflection Video that generates participation Video, voice and articulation, or Video that acts as a provocation. In turn each of these five central functions is discussed in relation to different stages of the research process, consisting of: Research design Fieldwork and data collection Analysis of data and findings Dissemination. As a practical research tool this book shows how, why and when video should be used, representing an invaluable guide for postgraduate and doctoral students conducting research in the social sciences, as well as any researchers, academics or professionals interested in developing technologically informed research.

Functions and Forms

Video in Social Science Research

Christopher Day

Alma Harris

Harry Tolley

John Beresford

This book considers effective leadership and management of schools from the perspectives of headteachers, teachers, students, ancillaries, governors and parents in a variety of reputationally good schools of different phases, locations and size. Through a mixture of participants' accounts and analysis of leadership theory, this highly readable book reveals a number of characteristics of headteachers who are both effective and successful.

Mark Hadfield

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