Part I: Introduction to the book and overview: I.1: Bridging and blending disciplines of inquiry: Doing science and changing practice and policy: Lina Markauskaite, Peter Freebody Jude Irwin -- Part II: Foundations: II.1: Research methods for scholarship, practice and policy: Peter Freebody, Lina Markauskaite, Jude Irwin -- Part III: Research approaches for innovation and action-focussed inquiry: III.1: Design-based research: We need to do better: Peter Reimann -- III.2: Design experiments: Their relevance and importance for educational research: Richard Walker -- III.3: Action research in education and social work: Susan Groundwater-Smith and Jude Irwin -- III.4: Linking practitioner action, innovation and decision-making: Practical challenges and contraints: Robyn Ewing -- III.5: Ethnomethodology and classroom interaction: Applications and challenges: Peter Freebody -- III.6: Ethnomethodology: From the analysis of classroom interaction to policy and school reform: Michael Anderson -- III.7: Negotiated ethnography: The possibilities for practice: Debra Hayes -- III.8: Working through the difficulties in negotiated ethnography: Ken Johnston -- III.9: Drawing on the arts, transforming research: Possibilities of arts-informed perspectives: Andra Cole and Gary Knowles -- III.10: Arts-informed inquiry: Investigating the liminal in professional education: Robyn Ewing -- Part IV: Classical research methods in new social and political contexts: IV.1: Historical analysis: New approaches to postcolonial scholarship: Tim Allender -- IV.2: Postcolonial scholarship in social justice research: Ruth Phillips -- IV.3: Postpositivist policy anlysis: Analysing policy as discourse: Susan Goodwin -- IV.4: The importance of policy failure: Phillip Jones -- IV.5: Thinking comparatively: Anthony Welch -- IV.6: Know Thyself: Culture and identity in comparative research: Nigel Bagnall -- IV.7: Quantative modelling of correlational data in educational research: Andrew J. Martin -- IV.8: From quantative modelling to experimentation in educational research: Paul Ginns -- Part V: Methodological frontiers: challenges and future directions: V.1: Digital knowledge and digital research: What could eResearch offer for education and social policy? Lina Markauskaite -- V.2: Afterword: Emerging methodological challenges for educational research: Peter Goodyear -- V.3: Afterword: Challenges and futures for social work and social policy research methods: Barbara Fawcett, Sue Goodwin, Ruth Phillips -- V.4: Epilogue: Towards an integrated research agenda: Education for social change and social change for education: Jude Irwin, Peter Freebody, Lina Markauskaite.