David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
British Journal of Educational Studies 48 (3):215 - 230 (2000)
This article notes that much case study research focusing on educational inequalities is evaluative in character, in the sense that it draws value conclusions. Moreover, the evaluative character of these conclusions is often implicit. We argue that practical evaluation of this kind is inappropriate in research reports. We then discuss the legitimate role that values can play in case study research, notably in providing the basis for identifying important topics for inquiry and in selecting explanations from among causal factors. We outline the obligations associated with this role: that the non-evaluative character of the conclusions of the research must be emphasised, and that the value assumptions used to frame descriptions and explanations must be made explicit. We conclude by briefly examining the implications of our argument for educational evaluation, for action research, and for the notion of internal critique that is central to critical research.
|Keywords||religion value neutrality case study research evaluation|
No categories specified
(categorize this paper)
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Rosemary Deem (1996). The Future of Educational Research in the Context of the Social Sciences: A Special Case? British Journal of Educational Studies 44 (2):143 - 158.
Richard Smith (2008). Proteus Rising: Re-Imagining Educational Research. Journal of Philosophy of Education 42 (s1):183-198.
John Geake (2011). Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI Studies of the Neural Correlates of Creative Intelligence. Educational Philosophy and Theory 43 (1):43-47.
Stephen J. Ball (1998). Intellectuals or Technicians? The Urgent Role of Theory in Educational Studies. British Journal of Educational Studies 43 (3):255 - 271.
Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.
David Bridges & Michael Watts (2008). Educational Research and Policy: Epistemological Considerations. Journal of Philosophy of Education 42 (s1):41-62.
David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.
Anne D. Cockburn (1994). Teachers' Experience of Time: Some Implications for Future Research. British Journal of Educational Studies 42 (4):375 - 387.
Wilfred Carr (1980/1995). For Education: Towards Critical Educational Inquiry. Open University Press.
Walter Humes & Tom Bryce (2001). Scholarship, Research and the Evidential Basis of Policy Development in Education. British Journal of Educational Studies 49 (3):329 - 352.
Roger Slee (1998). Inclusive Education? This Must Signify 'New Times' in Educational Research. British Journal of Educational Studies 46 (4):440 - 454.
John Elliott & Dominik Luke (2008). Epistemology as Ethics in Research and Policy: The Use of Case Studies. Journal of Philosophy of Education 42 (s1):87-119.
Richard Andrews (2005). The Place of Systematic Reviews in Education Research. British Journal of Educational Studies 53 (4):399 - 416.
Andrés Mejía (2010). The General in the Particular. Journal of Philosophy of Education 44 (1):93-107.
Added to index2011-05-29
Total downloads8 ( #182,336 of 1,140,266 )
Recent downloads (6 months)1 ( #142,694 of 1,140,266 )
How can I increase my downloads?