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

224 items in this list.
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2024To Top

Hammersley, Martyn (2024). Challenging historicist utopianism: Karl Popper’s criticism of Karl Mannheim. History of European Ideas (early access).

Hammersley, Martyn (2024). Dangerous Liaisons in the Wasteland? A Found Document. Qualitative Inquiry, 30(3-4) pp. 358–359.

Hammersley, Martyn (2024). Should Sociology be Normative? The American Sociologist, 55 pp. 24–37.

Hammersley, Martyn (2024). Can epistemologies and methodologies be racially unjust? The case of Allison Davis and cultural deprivation. International Journal of Research & Method in Education, 47(1) pp. 20–32.

Traianou, Anna and Hammersley, Martyn (2024). Interrogating the concept of vulnerability in social research ethics. Diametros, 21(80) pp. 7–22.

Hammersley, Martyn (2024). What is an ‘open society’? Bergson, Strauss, Popper, and Deleuze. History of European Ideas, 50(8) pp. 1422–1432.

Hammersley, Martyn (2024). A brief reply to David Byrne. International Journal of Social Research Methodology (Early access).

Hammersley, Martyn (2024). A Critical Encounter: Jean Floud’s Appraisal of Karl Mannheim. British Journal of Educational Studies (Early access).

Hammersley, Martyn (2024). On urgency, reciprocity, and complicity as ethical justifications for a ‘critical’, ‘activist’, or ‘engaged’ social science. International Journal of Social Research Methodology (Early access).

2023To Top

Hammersley, Martyn (2023). Was the UK Government’s Policymaking ‘Evidence-Based’ During the Pandemic? Reflections on Science and Politics. Zeitschrift für Evaluation, 2023(2) pp. 217–242.

Hammersley, Martyn (2023). Are There Assessment Criteria for Qualitative Findings? A Challenge Facing Mixed Methods Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 24(1)

Hammersley, Martyn (2023). The history of qualitative research in education. In: Tierney, Robert J.; Rizvi, Fazal and Erkican, Kadriye eds. International Encyclopedia of Education (Fourth Edition). Elsevier, pp. 14–23.

Hammersley, Martyn (2023). Rewriting Social Science: The Literary Turn in Qualitative Research. Qualitative Inquiry, 30(6) pp. 533–540.

Hammersley, Martyn (2023). Research Literacy and Teaching: The Peculiar Case of Research about Teaching about Research. Professions and Professionalism, 13(2), article no. e5260.

2022To Top

Hammersley, Martyn (2022). Is There Quality in Qualitative Research? Qualitative Inquiry, 29(10) p. 1094.

Hammersley, Martyn (2022). Reply to Michael Lynch’s Comment on “Is Representation a ‘Folk’ Term?”. Philosophy of the Social Sciences, 52(4) pp. 268–271.

Hammersley, Martyn (2022). Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain? London Review of Education, 20(1), article no. 15.

Hammersley, Martyn (2022). Is ‘Representation’ a Folk Term? Some Thoughts on a Theme in Science Studies. Philosophy of the Social Sciences, 52(3) pp. 132–149.

Hammersley, Martyn (2022). Karl Mannheim’s Ideology and Utopia and the public role of sociology. Journal of Classical Sociology, 22(2) pp. 176–198.

Hammersley, Martyn (2022). Qualitative Researchers as the Avant-Garde of Democratization: A Modest Proposal of a Sporting Analogy as Methodological Fiction. Qualitative Inquiry, 28(3-4) pp. 394–395.

Hammersley, Martyn (2022). [Book review] Experimenting with Ethnography: A Companion to Analysis. The AAG Review of Books, 10(1) pp. 11–12.

Hammersley, Martyn (2022). Max Weber and his conservative critics: Social science and the problem of value relativism. Journal of Classical Sociology (Early access).

Hammersley, Martyn (2022). An Empiricist Manifesto. Qualitative Inquiry, 29(3-4)

2021To Top

Hammersley, Martyn (2021). Planning versus the market: The dispute between Hayek and Mannheim and its contemporary relevance. The British Journal of Sociology, 72(5) pp. 1464–1478.

Traianou, Anna and Hammersley, Martyn (2021). Is there a right not to be researched? Is there a right to do research? Some questions about informed consent and the principle of autonomy. International Journal of Social Research Methodology, 24(4) pp. 443–452.

Hammersley, Martyn (2021). The ‘radical critique of interviews’: a response to recent comments. International Journal of Social Research Methodology, 24(3) pp. 393–395.

Hammersley, Martyn and Kim, Chae-Young (2021). Child-led research, children’s rights and childhood studies – A reply to Thomas. Childhood, 28(2) pp. 200–202.

Hammersley, Martyn (2021). [Book review] Bazeley, P. (2021) Qualitative Data Analysis: Practical Strategies (2nd ed.). Sage. Journal of Mixed Methods Research, 15(4) pp. 590–591.

Hammersley, Martyn (2021). Some antinomies of interactionism. In: vom Lehn, Dirk; Ruiz-Junco, Natalia and Gibson, Will eds. The Routledge International Handbook of Interactionism. Routledge, pp. 416–424.

Hammersley, Martyn (2021). Karl Mannheim on Fascism: Sociological Lessons About Populism and Democracy Today? Sociological Research Online, 28(2) pp. 320–335.

2020To Top

Hammersley, Martyn (2020). On Schutz’s conception of science as one of multiple realities. Journal of Classical Sociology, 20(4) pp. 281–297.

Hammersley, Martyn (2020). From methodology to methodography? Methodological Innovations, 13(3)

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

Hammersley, Martyn (2020). The Influence of Felix Kaufmann’s Methodology on Harold Garfinkel’s Ethnomethodology. Philosophy of the Social Sciences, 50(1) pp. 23–44.

Hammersley, Martyn (2020). Reflections on the Methodological Approach of Systematic Reviews. In: Zawacki-Richter, Olaf; Kerres, Michael; Bedenlier, Svenja; Bond, Melissa and Buntins, Katja eds. Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Wiesbaden, Germany: Springer VS, pp. 23–39.

2019To Top

Hammersley, Martyn (2019). [Book Review] Writing the World of Policing, edited by Didier Fassin. Sociology, 53(4) pp. 800–801.

Hammersley, Martyn (2019). [Book Review] Interrogating Ethnography: Why Evidence Matters by Steven Lubet. Qualitative Research, 19(3) pp. 357–359.

Hammersley, Martyn (2019). Exploring the distinctive ontological attitude of ethnomethodology via suicide, death, and money. Journal of Classical Sociology, 19(2) pp. 185–204.

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

Hammersley, Martyn (2019). Understanding a Dispute About Ethnomethodology: Watson and Sharrock's Response to Atkinson's "Critical Review". Forum: Qualitative Social Research, 20(1), article no. 1.

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

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

2018To Top

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). The Radicalism of Ethnomethodology: An assessment of sources and principles. Manchester: Manchester University Press.

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

2017To Top

Hammersley, Martyn (2017). [Book Review] John Goldthorpe, Sociology as a Population Science. Sociology, 51(6) pp. 1326–1330.

Hammersley, Martyn (2017). Interview data: a qualified defence against the radical critique. Qualitative Research, 17(2) pp. 173–186.

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

Hammersley, Martyn (2017). On the Role of Values in Social Research: Weber Vindicated? Sociological Research Online, 22(1) pp. 130–141.

2016To Top

Hammersley, Martyn (2016). Can Academic Freedom be Justified? Reflections on the Arguments of Robert Post and Stanley Fish. Higher Education Quarterly, 70(2) pp. 108–126.

Hammersley, Martyn (2016). An Ideological Dispute: Accusations of Marxist Bias in the Sociology of Education During the 1970s. Contemporary British History, 30(2) pp. 242–259.

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.

2015To Top

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.

2014To Top

Hammersley, Martyn (2014). The Limits of Social Science: Causal Explanation and Value Relevance. London: Sage.

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.

2013To Top

Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. (2013). Understanding Research with Children and Young People. London: Sage.

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.

2012To Top

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

Cooper, Barry; Glaesser, Judith; Gomm, Roger and Hammersley, Martyn eds. (2012). Challenging the Qualitative-Quantitative Divide: Explorations in Case-focused Causal Analysis. London: Continuum.

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.

2011To Top

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 (2011). Methodology: Who Needs It? London, UK: Sage.

2010To Top

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). Reproducing or constructing? Some questions about transcription in social research. Qualitative Research, 10(5) pp. 553–569.

Hammersley, Martyn (2010). A historical and comparative note on the relationship between analytic induction and grounded theorising. Forum: Qualitative Social Research, 11(2) article no. 4.

Hammersley, Martyn (2010). Can we re-use qualitative data via secondary analysis? Notes on some terminological and substantive issues. Sociological Research Online, 15(1)

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 (2010). A selective and partially annotated bibliography on transcription in social research.

2009To Top

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). Challenging relativism: The problem of assessment criteria. Qualitative Inquiry, 15(1) pp. 3–29.

Hammersley, Martyn (2009). Why critical realism fails to justify critical social research. Methodological Innovations Online, 4(2) pp. 1–11.

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.

2008To Top

Hammersley, Martyn (2008). Troubling criteria: a critical commentary on Furlong and Oancea's framework for assessing educational research. British Educational Research Journal, 34(6) pp. 747–762.

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.

Hammersley, Martyn (2008). Reflexivity for what? A response to Gewirtz and Cribb on the role of values in the sociology of education. British Journal of Sociology of Education, 29(5) pp. 549–558.

Hammersley, Martyn (2008). Questioning Qualitative Research: Critical Essays. London, UK: Sage.

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

Traianou, Anna and Hammersley, Martyn (2008). Making science education evidence based? reflections on a Teaching and Learning Research Programme (TLRP) study. Oxford Review of Education, 34(4) pp. 461–481.

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

Hammersley, Martyn (2008). Paradigm war revived? On the diagnosis of resistance to randomized controlled trials and systematic review in education. International Journal of Research and Method in Education, 31(1) pp. 3–10.

2007To Top

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 ed. (2007). Educational Research and Evidence-based Practice. In association with the Open University. London: Sage.

Hammersley, Martyn and Treseder, Peggy (2007). Identity as an analytic problem: who's who in `pro-ana' websites? Qualitative Research, 7(3) pp. 283–300.

2006To Top

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). Media bias in reporting social research?: the case of reviewing ethnic inequalities in education. London, UK: Routledge.

Hammersley, Martyn (2006). Ethnography: Problems and prospects. Ethnography and Education, 1(1) pp. 3–14.

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

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.

2005To Top

Hammersley, Martyn (2005). What can the literature on communities of practice tell us about educational research? Reflections on some recent proposals. International Journal of Research and Method in Education, 28(1) pp. 5–21.

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). Is the evidence-based practice movement doing more good than harm? Reflections on Iain Chalmers' case for research-based policy making and practice. Evidence and Policy, 1(1) pp. 85–100.

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

Hammersley, Martyn (2005). The myth of research-based practice: the critical case of educational inquiry. International Journal of Social Research Methodology, 8(4) pp. 317–330.

Hammersley, Martyn (2005). Ethnography and discourse analysis: incompatible or complementary? Polifonia(10) pp. 1–20.

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.

2004To Top

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.

2003To Top

Hammersley, Martyn (2003). Conversation analysis and discourse analysis: methods or paradigms? Discourse and Society, 14(6) 751- 781.

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). Recent radical criticism of interview studies: Any implications for the sociology of education? British Journal of Sociology of Education, 24(1) pp. 119–126.

Hammersley, Martyn (2003). "Analytics" are no substitute for methodology: a response to Speer and Hutchby. Sociology, 37(2) pp. 339–351.

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.

2002To Top

Hammersley, Martyn (2002). Research as emancipatory: the case of Bhaskar's realism. Journal of Critical Realism, 1(1) pp. 33–48.

Hammersley, Martyn (2002). Educational Research, Policymaking and Practice. London: Paul Chapman.

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.

2001To Top

Hammersley, Martyn (2001). On “Systematic” reviews of research literatures: a narrative reply to Evans and Benefield. British Educational Research Journal, 27(5) pp. 543–554.

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

Hammersley, Martyn (2001). Interpreting achievement gaps: Some comments on a dispute. 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, M (2001). Whose side was Becker on? Questioning political and epistemological radicalism. Qualitative Research, 1(1) pp. 91–110.

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

2000To Top

Hammersley, Martyn (2000). Taking sides in social research: Essays on partisanship and bias. London: Routledge.

Gomm, Roger; Hammersley, Martyn and Foster, Peter eds. (2000). Case study method: Key texts, key issues. London: Sage.

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.

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.

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.

1999To Top

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

Hammersley, Martyn ed. (1999). Researching school experience: Ethnographic studies of teaching and learning. London: Routledge.

Hammersley, Martyn (1999). Not bricolage but boatbuilding: Exploring two metaphors for thinking about ethnography. Journal of Contemporary Ethnography, 28(6) pp. 574–585.

1998To Top

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.

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.

1997To Top

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). Qualitative data archiving: Some reflections on its prospects and problems. Sociology, 31(1) pp. 131–142.

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.

1996To Top

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.

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.

1995To Top

Hammersley, Martyn (1995). The politics of social research. London: Sage.

Hammersley, Martyn (1995). Theory and evidence in qualitative research. Quality and Quantity, 29(1) pp. 55–66.

1994To Top

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.

1993To Top

Hammersley, Martyn ed. (1993). Educational research: Current issues. London: Sage.

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.

1992To Top

Hammersley, Martyn (1992). What's wrong with ethnography? London: Routledge.

Hammersley, Martyn and Woods, Peter eds. (1992). Gender and ethnicity in schools: Ethnographic accounts. London: Routledge.

Hammersley, Martyn ed. (1992). Social research: Philosophy, politics and practice. London: Sage.

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.

1991To Top

Hammersley, Martyn (1991). A note on Campbell's distinction between internal and external validity. Quality and Quantity, 25(4) pp. 381–387.

Hammersley, Martyn (1991). A myth of a myth? An assessment of two ethnographic studies of option choice schemes. British Journal of Sociology, 42(1) pp. 61–94.

1990To Top

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

Hammersley, Martyn (1990). Classroom ethnography: Empirical and methodological essays. Milton Keynes: Open University Press.

Hammersley, Martyn (1990). Reading ethnographic research: A critical guide. London: Longman.

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 (1990). What's wrong with ethnography? The myth of theoretical description. Sociology, 24(4) pp. 597–615.

1989To Top

Hammersley, Martyn (1989). The dilemma of qualitative method: Herbert Blumer and the Chicago tradition. London: Routledge.

Hammersley, Martyn (1989). The problem of the concept: Herbert Blumer on the relationship between concepts and data. Journal of Comtemporary Ethnography, 18(2) pp. 133–159.

1988To Top

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

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

1987To Top

Hammersley, Martyn (1987). Ethnography and the cumulative development of theory: A discussion of Woods' proposal for 'phase two' research. British Educational Research Journal, 14(3) pp. 283–296.

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 (1987). Heap and Delamont on transmissionism and British Ethnography of Schooling. Curriculum Inquiry, 17(2) pp. 235–237.

1986To Top

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

Hammersley, Martyn ed. (1986). Controversies in classroom research: A reader. Milton Keynes: Open University Press.

Hammersley, Martyn ed. (1986). Case studies in classroom research: A reader. Milton Keynes: Open University Press.

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.

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.

1985To Top

Hammersley, Martyn (1985). From ethnography to theory: A programme and paradigm in the sociology of education. Sociology, 19(2) pp. 244–259.

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.

1984To Top

Hammersley, Martyn and Hargreaves, Andy eds. (1984). Curriculum practice: Some sociological case studies. UK: Falmer Press.

Hammersley, Martyn and Woods, Peter eds. (1984). Life in school: Sociology of pupil culture. Milton Keynes: Open University Press.

Hammersley, Martyn (1984). Some reflections on the macro-micro problem in the sociology of education. Sociological Review, 32(2) pp. 316–324.

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.

1983To Top

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

Hammersley, Martyn ed. (1983). The Ethnography of schooling: Methodological issues. N. Humberside: Nafferton.

1982To Top

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.

1981To Top

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

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.

1980To Top

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.

1979To Top

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.

1977To Top

Woods, Peter and Hammersley, Martyn eds. (1977). School Experience: Explorations in the sociology of education. London: Croom Helm.

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.

1976To Top

Hammersley, Martyn and Woods, Peter eds. (1976). The process of schooling: A sociological reader. Routledge/Kegan Paul Ltd.

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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