Currently browsing: Items authored or edited by Martyn Hammersley https://orcid.org/0000-0001-6842-6276

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Boulton, David and Hammersley, Martyn (2006). Analysis of unstructured data. In: Sapsford, Roger and Jupp, Victor eds. Data Collection and Analysis. London: Sage, pp. 243–259.

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Foster, Peter; Gomm, Roger and Hammersley, Martyn (2000). Case studies as spurious evaluations: the example of research on educational inequalitites. British Journal of Educational Studies, 48(3) pp. 215–230.

Foster, Peter and Hammersley, Martyn (1998). A review of reviews: structure and function in reviews of educational research. British Educational Research Journal, 24(5) pp. 609–628.

Foster, Peter; Gomm, Roger and Hammersley, Martyn (1996). Constructing educational inequality: An assessment of research on school processes. Social research & educational studies, 15. London: Falmer.

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Hammersley, Martyn (2020). A Paean to Populist Epistemology. Qualitative Inquiry, 26(6) p. 677.

Hammersley, Martyn (2020). The ‘radical critique of interviews’: a response to recent comments. International Journal of Social Research Methodology (Early Access).

Hammersley, Martyn (2019). Alfred Schutz and ethnomethodology: Origins and departures. History of the Human Sciences, 32(2) pp. 59–75.

Hammersley, Martyn (2019). Ethnomethodological criticism of ethnography. Qualitative Research, 19(5) pp. 578–593.

Hammersley, Martyn (2019). On Schutz’s conception of science as one of multiple realities. Journal of Classical Sociology (Early Access).

Hammersley, Martyn (2019). The Concept of Culture: A History and Reappraisal. Cham, Switzerland: Palgrave Macmillan.

Hammersley, Martyn (2018). Value-Free Sociology. In: Ritzer, George ed. The Blackwell Encyclopedia of Sociology. John Wiley & Sons, Ltd.

Hammersley, Martyn (2018). Was Blumer a cognitivist? Assessing an ethnomethodological critique. Journal for the Theory of Social Behaviour, 48(3) pp. 273–287.

Hammersley, Martyn (2018). Commentary—On the “Indistinguishability Thesis”: A Response to Morgan. Journal of Mixed Methods Research, 12(3) pp. 256–261.

Hammersley, Martyn (2018). What is ethnography? Can it survive? Should it? Ethnography and Education, 13(1) pp. 1–17.

Hammersley, Martyn (2017). Childhood Studies: A sustainable paradigm? Childhood, 24(1) pp. 113–127.

Hammersley, Martyn (2016). Glossing inadequacies: problems with definitions of key concepts in some methodology texts. International Journal of Social Research Methodology, 19(6) pp. 731–737.

Hammersley, Martyn (2015). Research Ethics and the Concept of Children’s Rights. Children and Society, 29(6) pp. 569–582.

Hammersley, Martyn (2015). On ethical principles for social research. International Journal of Social Research Methodology, 18(4) pp. 433–449.

Hammersley, Martyn (2015). Methodology: The Essence of Sociology? In: Holborn, Martin ed. Contemporary Sociology. Cambridge: Polity, pp. 628–654.

Hammersley, Martyn (2014). The crisis in economics: what can it tell us about social science? Contemporary Social Science: Journal of the Academy of Social Sciences, 9(3) pp. 338–344.

Hammersley, Martyn (2014). The perils of 'impact' for academic social science. Contemporary Social Science: Journal of the Academy of Social Sciences, 9(3) pp. 345–355.

Hammersley, Martyn (2014). Questions of Quality in Educational Research. In: Reid, Alan D.; Hart, E. Paul and Peters, Michael A. eds. A Companion to Research in Education. Springer, pp. 387–390.

Hammersley, Martyn (2013). The Myth of Research-Based Policy and Practice. Social Research Methods. London: Sage.

Hammersley, Martyn (2013). What is Qualitative Research? What Is? Research Methods. London: Continuum/Bloomsbury.

Hammersley, Martyn (2012). Troubling theory in case study research. Higher Education Research and Development, 31(3) pp. 393–405.

Hammersley, Martyn (2012). Am I now, or have I ever been, a Symbolic Interactionist? Autobiographical reflections. In: Denzin, Norman ed. Blue Ribbon Papers: Behind the Professional Mask: The Autobiographies of Leading Symbolic Interactionists. Studies in Symbolic Interaction (38). Bingley: Emerald Group Publishing Limited, pp. 153–174.

Hammersley, Martyn (2011). On Becker’s studies of marijuana use as an example of analytic induction. Philosophy of the Social Sciences, 41(4) pp. 535–566.

Hammersley, Martyn (2010). The case of disappearing dilemma: Herbert Blumer on sociiological method. History of the Human Sciences, 23(5) pp. 70–90.

Hammersley, Martyn (2010). Aristotelian or Galileian? On a puzzle about the philosophical sources of analytic induction. Journal for the Theory of Social Behaviour, 40(4) pp. 393–409.

Hammersley, Martyn (2010). Is Social Measurement Possible, and is it Necessary? In: Walford, Geoffrey; Tucker, Eric and Viswanathan, Madhu eds. Sage Handbook of Measurement. London, UK: Sage, pp. 409–426.

Hammersley, Martyn (2009). Against the ethicists: on the evils of ethical regulation. International Journal of Social Research Methodology, 12(3) pp. 211–225.

Hammersley, Martyn (2009). What is evidence for evidence-based practice? In: Otto, Hans-Uwe; Polutta, Andreas and Ziegler, Holger eds. Evidence-Based Practice - Modernising the Knowledge Base of Social Work. Opladen: Budrich.

Hammersley, Martyn (2009). Objectivity. In: Williams, Malcolm and Vogt, W. Paul eds. Sage Handbook of Methodological Innovation. London: Sage.

Hammersley, Martyn (2008). Causality as conundrum: The case of qualitative inquiry. Methodological Innovations Online, 2(3)

Hammersley, Martyn (2008). Troubles with triangulation. In: Bergman, Manfred Max ed. Advances in Mixed Methods Research. London: Sage, pp. 22–36.

Hammersley, Martyn (2007). Reflections on linguistic ethnography. Journal of Sociolinguistics, 11(5) pp. 689–695.

Hammersley, Martyn (2007). The issue of quality in qualitative research. International Journal of Research and Method in Education, 30(3) pp. 287–306.

Hammersley, Martyn (2006). Systematic or unsystematic, is that the question? Reflections on the science, art, and politics of reviewing research evidence. In: Killoran, Amanda; Swann, Catherine and Kelly, Michael P. eds. Public Health Evidence: Tackling Health Inequalities. Oxford, UK: Oxford University Press.

Hammersley, Martyn (2006). Philosophy's contribution to social science research on education. Journal of Philosophy of Education, 40(2) pp. 273–286.

Hammersley, Martyn (2005). Countering the 'new orthodoxy' in educational research: a response to Phil Hodkinson. British Educational Research Journal, 31(2) pp. 139–155.

Hammersley, Martyn (2005). Should social science be critical? Philosophy of the Social Sciences, 35(2) pp. 175–195.

Hammersley, Martyn (2005). Ethnography, toleration and authenticity: ethical reflections on fieldwork, analysis and writing. In: Troman, Geoff; Jeffrey, Bob and Walford, Geoffrey eds. Methodological Issues and Practices in Ethnography. Studies in Educational Ethnography, 11. UK: Elsevier, pp. 37–55.

Hammersley, Martyn (2005). Is social research political? In: Pole, Christopher ed. Fieldwork. London: Sage.

Hammersley, Martyn (2005). Taking sides in research. In: Pole, Christopher ed. Fieldwork. London: Sage.

Hammersley, Martyn (2005). The rhetorical turn in ethnography. In: Pole, Christopher ed. Fieldwork. London: Sage.

Hammersley, Martyn (2004). Should ethnographers be against inequality? On Becker, value neutrality and researcher partisanship. In: Jeffrey, Bob and Walford, Geoffrey eds. Ethnographies of Educational and Cultural Conflicts: Strategies and resolutions. Oxford, UK: Elsevier, pp. 25–43.

Hammersley, Martyn (2004). Teaching qualitative methodology: craft, profession or bricolage. In: Seale, Clive; Gobo, Giampietro; Gubrium, Jay F. and Silverman, David eds. Qualitative Research Practice. Thousand Oaks: Sage, pp. 549–560.

Hammersley, Martyn (2004). Action Research: a contradiction in terms? Oxford Review of Education, 30(2) pp. 165–181.

Hammersley, Martyn (2004). Towards a usable past for qualitative research. International Journal of Social Research Methodology, 7(1) pp. 19–27.

Hammersley, M. and Gomm, R. (2004). Recent radical criticism of the interview in qualitative research. Developments in Sociology: Annual review, 20 pp. 91–102.

Hammersley, M (2004). Causality as conundrum. In: ESRC Research Methods Programme, Research Methods Festival, 2004, St Catherines College, Oxford.

Hammersley, Martyn (2004). A new political arithmetic to make sociology useful? Comments on a debate. British Journal of Sociology, 55(3) pp. 439–446.

Hammersley, Martyn (2003). Media representation of research: the case of a review of ethnic minority education. British Educational Research Journal, 29(3) pp. 327–343.

Hammersley, M. (2003). Can and should educational research be educative? Oxford Review of Education, 29(1) pp. 3–25.

Hammersley, Martyn (2003). Social research today: some dilemmas and distinctions. Qualitative Social Work, 2(1) pp. 25–44.

Hammersley, Martyn (2003). Doing the fine thing: A rejoinder to Johnathon Potter. Discourse and Society, 14(6) pp. 795–798.

Hammersley, Martyn (2003). The impracticality of scepticism: A further response to Potter. Discourse and Society, 14(6) pp. 803–804.

Hammersley, Martyn (2002). Obvious, all too obvious? Methodological issues in using sex/gender as a variable in educational research. In: Francis, Becky and Skelton, Christine eds. Investigating gender: contemporary perspectives in education. Open University Press.

Hammersley, Martyn (2002). Ethnography and the disputes over validity. In: Walford, Geoffrey ed. Debates and developments in ethnographic methodology. Studies in educational ethnography (6). New York, USA: JAI Press.

Hammersley, M. (2002). Ethnography and realism. In: Huberman, Michael and Miles, Matthew B. eds. The Qualitative Researcher’s Companion. London: Sage.

Hammersley, Martyn (2002). The relationship between qualitative and quantitative research: paradigm loyalty versus methodological eclecticism. In: Richardson, John T. E. ed. Handbook of Qualitative Research Methods for Psychology and the Social Sciences. Oxford: BPS Blackwell, pp. 159–174.

Hammersley, Martyn (2001). A reply to partisan reviews. British Journal of Sociology of Education, 22(3) pp. 417–421.

Hammersley, Martyn (2001). Interpreting acheivement gaps: Some comments on a dsipute. British Journal of Educational Studies, 49(3) pp. 285–298.

Hammersley, Martyn (2001). On Michael Bassey's concept of the fuzzy generalisation. Oxford Review of Education, 27(2) pp. 219–225.

Hammersley, Martyn (2001). Some questions about evidence-based practice in education. In: Pring, Richard and Thomas, Gary eds. Evidence-based Practice in Education. Open University Press, pp. 133–149.

Hammersley, Martyn (2001). Ethnography and realism. In: Emerson, Robert M. ed. Contemporary Field Research (Second edition). Prospect Heights, Illinois: Waveland Press.

Hammersley, Martyn (2000). Varieties of social research. International Journal of Social Research Methodology, 3(3) pp. 221–229.

Hammersley, Martyn (2000). The relevance of qualitative research. Oxford Review of Education, 26(3-4) pp. 393–405.

Hammersley, Martyn (2000). Evidence-based practice in education and the contribution of educational research. In: Reynolds, Shirley and Trinder, Liz eds. Evidence-Based Practice. Oxford: Blackwell, pp. 163–183.

Hammersley, Martyn (2000). Taking sides against research: an assessment of the rationales for partisanship. In: Scott, David ed. Values and Educational Research. Institute of Education, University of London.

Hammersley, M.; Foster, P. and Gomm, R. (2000). Case study and generalisation. In: Gomm, R.; Hammersley, M. and Foster, P. eds. Case Study Method: Key Issues, Key Texts. London: Sage, pp. 98–115.

Hammersley, M.; Foster, P. and Gomm, R. (2000). Case study and theory. In: Gomm, R.; Hammersley, M. and Foster, P. eds. Case Study Method: Key Issues, Key Texts. London: Sage, pp. 234–258.

Hammersley, Martyn (1999). Sociology, what's it for? A critique of Gouldner'. Sociological Research Online, 4(3)

Hammersley, Martyn (1998). Partisanship and credibility: the case of anti-racist educational research. In: Connolly, P. and Troyna, B. eds. Researching "Race" in Educational Settings. Buckingham: Open University Press.

Hammersley, Martyn (1998). The profession of a 'methodological purist'? In: Walford, Geoffrey ed. Doing Research about Education. London: Falmer Press, pp. 139–153.

Hammersley, Martyn (1998). Get real! A defence of realism. In: Hodkinson, Phil ed. The Nature of Educational Research: Realism, Relativism, or Post-Modernism? Manchester: Manchester Metropolitan University.

Hammersley, Martyn (1997). On the foundations of critical discourse analysis. Language and Communication, 17(3) pp. 237–248.

Hammersley, Martyn and Gomm, Roger (1997). Bias in social research. Sociological Research Online, 2(1) http://www.socresonline.org.uk/socresonline/2/1/2.html.

Hammersley, Martyn (1997). Educational research and teaching: A response to David Hargreaves' TTA lecture. British Educational Research Journal, 23(2) pp. 141–161.

Hammersley, Martyn (1997). Educational inequality as a social problem: The case of England. In: Cosin, Ben and Hales, Margaret eds. Families, Education and Social Differences. London: Routledge, pp. 102–115.

Hammersley, Martyn (1996). Post Mortem of Post Modern? Some refelctions on British sociology of education. British Journal of Educational Studies, 44(1) pp. 395–408.

Hammersley, Martyn (1994). Ethnography, policy-making and practice in education. In: Halpin, David and Troyna, Barry eds. Researching Education and Policy: Ethical and Methodological Issues. London: Falmer, pp. 139–153.

Hammersley, Martyn (1994). On feminist methodology: A response. Sociology, 28(1) pp. 293–300.

Hammersley, Martyn (1993). Research and anti-racism: The case of Peter Foster and his critics. British Journal of Sociology, 44(3) pp. 429–448.

Hammersley, Martyn (1993). The rhetorical turn in ethnography. Social Science Information, 32(1) pp. 23–37.

Hammersley, Martyn (1993). On the teacher as researcher. Educational Action Research, 1(3) pp. 425–445.

Hammersley, Martyn and Scarth, John (1993). Beware of wise men bearing gifts: A case study in the misuse of educational research. British Educational Research Journal, 19(5) pp. 489–498.

Hammersley, M. (1993). An appraisal of 'Labouring to learn'. In: Gomm, Roger and Woods, Peter eds. Educational Research in Action. London: Paul Chapman, pp. 171–183.

Hammersley, Martyn (1993). Introducing ethnography. In: Graddol, David; Maybin, Janet and Stierer, Barry eds. Researching Language and Literacy in Social Context. Clevedon: Multilingual Matters, pp. 1–17.

Hammersley, Martyn (1992). Some reflections on ethnography and validity. International Journal of Qualitative Studies in Education, 5(3) pp. 195–203.

Hammersley, Martyn (1992). Reflections on the Liberal University: Truth, citizenship and the role of the academic. International Studies in Sociology of Education, 2(2) pp. 165–183.

Hammersley, Martyn (1992). On feminist methodology. Sociology, 26(2) pp. 187–206.

Hammersley, Martyn (1992). Deconstructing the qualitative-quantitative divide. In: Brannen, Julia ed. Mixing Methods: Qualitative and Quantitative Research. Aldershot: Avebury.

Hammersley, Martyn (1990). Herbert Blumer and qualitative method. International Journal of Qualitative Studies in Education, 3(1) pp. 31–36.

Hammersley, Martyn (1990). An evaluation of two studies of gender imbalance in primary classrooms. British Educational Research Journal, 16(2) pp. 125–143.

Hammersley, Martyn (1988). On Transmissionism and Evaluative Inquiry: a reply to Heap. Curriculum Inquiry, 18(2) pp. 231–233.

Hammersley, Martyn (1987). Ethnography for Survival?: A reply to Woods. British Educational Research Journal, 13(3) pp. 283–295.

Hammersley, Martyn (1987). Some notes on the terms 'validity' and 'reliability'. British Educational Research Journal, 13(1) pp. 73–81.

Hammersley, Martyn and Scarth, John (1987). More questioning of ORACLE: A reply to Croll and Galton. Educational Research, 29(1) pp. 37–46.

Hammersley, Martyn and Scarth, John (1986). The impact of examinations on secondary school teaching: A research report. Milton Keynes: The Open University.

Hammersley, Martyn and Scarth, John (1986). Questioning ORACLE: An assessment of ORACLE'S analysis of teachers' questions. Educational Research, 28(3) pp. 174–184.

Hammersley, Martyn (1986). Measurement in ethnography. In: Hammersley, Martyn ed. Controversies in Classroom Research. Milton Keynes: Open University Press.

Hammersley, Martyn (1985). Ethnography: What it is and what it does. In: Hegarty, Seamus and Evans, Peter eds. Research and Evaluation Methods in Special Education. Windsor: NFER-Nelson, pp. 152–163.

Hammersley, Martyn; Scarth, John and Webb, Sue (1985). Developing and testing theory: the case of research on pupil learning and examinations. In: Burgess, Robert G ed. Issues in Educational Research: Qualitative Methods. Lewes: Falmer Press, pp. 48–66.

Hammersley, Martyn (1984). Making a vice of our virtues: Some notes on theory in ethnography and history. In: Goodson, Ivor F. and Ball, Stephen eds. Defining the Curriculum: Histories and ethnographies. London: Falmer Press, pp. 15–24.

Hammersley, Martyn (1984). The researcher exposed: A natural history. In: Burgess, Robert ed. The Research process in Educational Settings: Ten Case Studies. Sussex: Falmer Press, pp. 39–67.

Hammersley, Martyn (1984). The paradigmatic mentality: A diagnosis. In: Barton, Len and Walker, Stephen eds. Social Crisis and Educational Research. Croom Helm, pp. 230–255.

Hammersley, Martyn (1984). Staffroom news. In: Hargreaves, Andy and Woods, Peter eds. Classrooms and Staffrooms: Sociology of Teachers and Teaching. UK: Open University Press, pp. 230–214.

Hammersley, Martyn and Atkinson, Paul (1983). Ethnography: Principles in practice. London: Tavistock.

Hammersley, Martyn and Hargreaves, Andy (1982). CCCS Gas! Politics and science in the work of the Centre for Contemporary Cultural Studies. Oxford Review of Education, 8(2) pp. 139–144.

Hammersley, Martyn (1982). The sociology of classrooms. In: Hartnett, Anthony ed. The Social Sciences in Educational Studies. London: Heinemann, pp. 227–242.

Hammersley, Martyn (1981). Ideology in the Staffroom: A critique of false consciousness. In: Barton, Len and Walker, Stephen eds. Schools, Teachers and Teaching. Sussex: Falmer Press.

Hammersley, Martyn (1981). Using qualitative methods. Social Science Information Studies, 1(4) pp. 209–220.

Hammersley, Martyn (1980). Classroom ethnography. Educational Analysis, 2(2) pp. 47–74.

Hammersley, Martyn (1980). Putting competence in action: Some sociological notes on a model of classroom interaction. In: French, Peter and MacLure, Margaret eds. Adult-Child Conversation. London: Croom Helm, pp. 47–58.

Hammersley, Martyn (1980). On interactionist empiricism. In: Woods, Peter ed. Pupil Strategies: Explorations in the Sociology of the School. London: Croom Helm, pp. 198–213.

Hammersley, Martyn and Turner, Glenn (1980). Conformist pupils? In: Woods, Peter ed. Pupil Strategies: Explorations in the Sociology of the School. London: Croom Helm, pp. 29–49.

Hammersley, Martyn (1979). Towards a model of teacher activity. In: Eggleston, John ed. Teacher Decision-Making in the Classroom: a Collection of Papers. Routledge and Kegan Paul, pp. 181–192.

Hammersley, Martyn (1977). School learning: the cultural resources required by pupils to answer a teacher's question. In: Woods, Peter and Hammersley, Martyn eds. School Experience: Explorations in the Sociology of Education. London: Croom Helm, pp. 57–86.

Hammersley, M (1976). The mobilisation of pupil attention. In: Hammersley, Martyn and Woods, Peter eds. The Process of Schooling: a Sociological Reader. London: Routledge and Kegan Paul, pp. 104–115.

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Scarth, John and Hammersley, Martyn (1988). Examinations and teaching. British Educational Research Journal, 14(3) pp. 231–249.

Scarth, J and Hammersley, M (1986). Some problems in assessing the closedness of classroom tasks. In: Hammersley, Martyn ed. Case Studies in Classroom Research. Milton Keynes: Open University Press, pp. 70–84.

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Traianou, Anna and Hammersley, Martyn (2008). Making science education evidence based? A brief reply to Millar, Leach, Osborne and Ratcliffe. Oxford Review of Education, 34(4) pp. 489–492.

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