The three-volume project 'Concepts and Methods for the Study of Chinese Religions' presents a history of the study of Chinese religions. It evaluates the current state of scholarship, discusses a variety of analytical approaches and theories about methodology, epistemology, and the ontology of the field. The three books display an interdisciplinary approach and offer debates that transcend national traditions. It engages with a variety of methodologies for the study of East Asian religions and promotes dialogues with Western and Chinese voices. This volume covers successive historical stages in the study of religion in modern China, draws out the genealogy of major figures and intellectual achievements in a variety of research traditions, and highlights as well the challenges and evolutions experienced by the main disciplines in the last 30 years. This volume serves as a reference for graduate students and scholars interested by religions in modern Chinese societies (i.e., mainland China, Taiwan, Hong Kong and Chinese communities oversea). Using a wide range of methods, from textual analysis to fieldwork, it presents case studies via the disciplines of religious studies, anthropology, sociology, history, and political science.

This book explains how field research contributes value to political science by exploring scholars' experiences, detailing exemplary practices, and asserting key principles.

The Second Edition provides a comprehensive introduction to interdisciplinary studies with an approach that is succinct, conceptual, and practical. Completely updated to reflect advances in the literature on research, learning, and assessment, the book describes the role of both disciplines and interdisciplinarity within the academy, and how these have evolved. Authors Allen F. Repko, Rick Szostak, and Michelle Phillips Buchberger effectively show students how to think like interdisciplinarians in order to facilitate their working with topics, complex problems, or themes that span multiple disciplines.

Drawing on the rich resources of the ten-volume series of The Oxford Handbooks of Political Science, this one-volume distillation provides a comprehensive overview of all the main branches of contemporary political science: political theory; political institutions; political behavior; comparative politics; international relations; political economy; law and politics; public policy; contextual political analysis; and political methodology. Sixty-seven of the top political scientists worldwide survey recent developments in those fields and provide penetrating introductions to exciting new fields of study. Following in the footsteps of the New Handbook of Political Science edited by Robert Goodin and Hans-Dieter Klingemann a decade before, this Oxford Handbook will become an indispensable guide to the scope and methods of political science as a whole. It will serve as the reference book of record for political scientists and for those following their work for years to come.

Think you understand Disciplinary Literacy? Think again. In this important reference, content teachers and other educators explore why students need to understand how historians, novelists, mathematicians, and scientists use literacy in their respective fields. ReLeah shows how to teach students to: Evaluate and question evidence (Science) Compare sources and interpret events (History) Favor accuracy over elaboration (Math) Attune to voice and fi gurative language (ELA)

The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.

Classification is the essential first step in science. The study of science, as well as the practice of science, will thus benefit from a detailed classification of different types of science. In this book, science - defined broadly to include the social sciences and humanities - is first unpacked into its constituent elements: the phenomena studied, the data used, the theories employed, the methods applied, and the practices of scientists. These five elements are then classified in turn. Notably, the classifications of both theory types and methods allow the key strengths and weaknesses of different theories and methods to be readily discerned and compared. Connections across classifications are explored: should certain theories or phenomena be investigated only with certain methods? What is the proper function and form of scientific paradigms? Are certain common errors and biases in scientific practice associated with particular phenomena, data, theories, or methods? The classifications point to several ways of improving both specialized and interdisciplinary research and teaching, and especially of enhancing communication across communities of scholars. The classifications also support a superior system of document classification that would allow searches by theory and method used as well as causal links investigated.

Stategraphy—the ethnographic exploration of relational modes, boundary work, and forms of embeddedness of actors—offers crucial analytical avenues for researching the state. By exploring interactions and negotiations of local actors in different institutional settings, the contributors explore state transformations in relation to social security in a variety of locations spanning from Russia, Eastern Europe, and the Balkans to the United Kingdom and France. Fusing grounded empirical studies with rigorous theorizing, the volume provides new perspectives to broader related debates in social research and political analysis.

Communication studies is a fragmented field. As a result of its roots in various disciplinary traditions, it is built on fluid intellectual boundaries with no theoretical or analytical center. Should we worry about this state of dispersion or be concerned that the discipline does not meet the basic conditions that define an academic field of inquiry? Silvio Waisbord argues that communication studies is a post-discipline and that it is impossible to transcend fragmentation and specialization through a single project of intellectual unity. What brings communication studies together is an institutional architecture of academic units, professional associations, and journals, rather than a shared commitment to a common body of knowledge, questions, and debates. This should not, Waisbord argues, be a matter of concern. Communication studies is better served by recognizing dispersion, embracing pluralism, fostering cross-cutting lines of inquiry, and tackling real-world problems, rather than hoping to meet conditions which would qualify it as a discipline. Communication: A Post-Discipline is important reading for scholars and advanced students of communication studies, as well as anyone interested in the state of this fascinating and vital academic field.

Can community-building begin in a classroom? The authors of this book believe that by applying restorative justice at school, we can build a healthier and more just society. With practical applications and models. Can an overworked teacher possibly turn an unruly incident with students into an "opportunity for learning, growth, and community-building"? If restorative justice has been able to salvage lives within the world of criminal behavior, why shouldn't its principles be applied in school classrooms and cafeterias? And if our children learn restorative practices early and daily, won't we be building a healthier, more just society? Two educators answer yes, yes, and yes in this new addition to The Little Books of Justice and Peacebuilding series. Amstutz and Mullet offer applications and models. "Discipline that restores is a process to make things as right as possible." This Little Book shows how to get there.