Results for 'Andrew Ontario Educational Research Council'

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  1.  16
    National Traditions in Science Norman T. Gridgeman, Biological Sciences at the National Research Council of Canada: The Early Years to 1952. Waterloo, Ontario: Wilfrid Laurier University Press, 1979. Pp. Xxi + 153. $7.50. [REVIEW]Yves Gingras - 1984 - British Journal for the History of Science 17 (1):91-91.
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  2.  14
    Education and the Funding of Research.Edward Andrew - 2005 - Techné: Research in Philosophy and Technology 9 (1):44-55.
  3.  10
    Conceptualizing Teaching as Science: John Dewey in Dialogue with the National Research Council.Greg Seals - 2004 - Educational Theory 54 (1):1-2.
    John Dewey and the National Research Council both discuss the problem of translating scientific research into contexts of schooling, but differ about the proper solution to the problem. The NRC would solve it by empirical investigation. Dewey finds value in that approach, but also wants educational theorists to construct general heuristics to guide scientists in creating research agendas of intrinsic interest to education practitioners. Dewey's plan faces an apparently insurmountable difficulty. General heuristics of the sort (...)
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  4.  18
    Proceedings of the 4th World Conference on Research Integrity: Brazil, Rio de Janeiro. 31 May - 3 June 2015.Lex Bouter, Melissa S. Anderson, Ana Marusic, Sabine Kleinert, Susan Zimmerman, Paulo S. L. Beirão, Laura Beranzoli, Giuseppe Di Capua, Silvia Peppoloni, Maria Betânia de Freitas Marques, Adriana Sousa, Claudia Rech, Torunn Ellefsen, Adele Flakke Johannessen, Jacob Holen, Raymond Tait, Jillon Van der Wall, John Chibnall, James M. DuBois, Farida Lada, Jigisha Patel, Stephanie Harriman, Leila Posenato Garcia, Adriana Nascimento Sousa, Cláudia Maria Correia Borges Rech, Oliveira Patrocínio, Raphaela Dias Fernandes, Laressa Lima Amâncio, Anja Gillis, David Gallacher, David Malwitz, Tom Lavrijssen, Mariusz Lubomirski, Malini Dasgupta, Katie Speanburg, Elizabeth C. Moylan, Maria K. Kowalczuk, Nikolas Offenhauser, Markus Feufel, Niklas Keller, Volker Bähr, Diego Oliveira Guedes, Douglas Leonardo Gomes Filho, Vincent Larivière, Rodrigo Costas, Daniele Fanelli, Mark William Neff, Aline Carolina de Oliveira Machado Prata, Limbanazo Matandika, Sonia Maria Ramos de Vasconcelos & Karina de A. Rocha - 2016 - Research Integrity and Peer Review 1 (Suppl 1).
    Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber (...)
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  5. Video Ethics in Educational Research Involving Children: Literature Review and Critical Discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - forthcoming - Educational Philosophy and Theory:1-18.
    Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with...
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  6.  31
    Pitfalls and Promises: The Use of Secondary Data Analysis in Educational Research.Emma Smith - 2008 - British Journal of Educational Studies 56 (3):323-339.
    This paper considers the use of secondary data analysis in educational research. It addresses some of the promises and potential pitfalls that influence its use and explores a possible role for the secondary analysis of numeric data in the 'new' political arithmetic tradition of social research. Secondary data analysis is a relatively under-used technique in Education and in the social sciences more widely, and it is an approach that is not without its critics. Here we consider two (...)
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  7.  33
    Inclusive Education? This Must Signify 'New Times' in Educational Research.Roger Slee - 1998 - British Journal of Educational Studies 46 (4):440 - 454.
    This paper argues that much of the growing body of research (on special educational needs) that claims to address inclusion for disabled students is not new, but rather a re-articulation of old ideas which fail to do sufficient justice to the demands of the 'new times,. The paper concludes with an outline of a research agenda that is more comprehensive in scope and more finely tuned into the politics of 'identity'.
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  8.  33
    The Swedish Research Council’s Definition of ‘Scientific Misconduct’: A Critique.Håkan Salwén - 2015 - Science and Engineering Ethics 21 (1):115-126.
    There is no consensus over the proper definition of ‘scientific misconduct.’ There are differences in opinion not only between countries but also between research institutions in the same country. This is unfortunate. Without a widely accepted definition it is difficult for scientists to adjust to new research milieux. This might hamper scientific innovation and make cooperation difficult. Furthermore, due to the potentially damaging consequences it is important to combat misconduct. But how frequent is it and what measures are (...)
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  9.  19
    Where Creeds Meet Incredulity: Educational Research in a Post-Utopian Age. [REVIEW]Julian Edgoose - 2006 - Studies in Philosophy and Education 25 (4):289-302.
    In contrast to Jean-Francois Lyotard’s classic warning, postmodern society in the United States seems increasingly influenced by metanarratives—religious metanarratives. This article examines the implications of this religious resurgence for educational researchers. It offers a competing analysis of the postmodern that draws on Harold Bloom, Slavoj ŽiŽek and others to identify the gnostic elements in contemporary religiosity, both in Europe and the United States. This competing reading of postmodern religiosity suggests a reframing of Lyotard’s paralogy—research that searches for instabilities (...)
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  10.  18
    Markets and Misogyny: Educational Research on Educational Choice.Sally Power - 2006 - British Journal of Educational Studies 54 (2):175-188.
    This paper has arisen from a concern that much recent policy-related research on markets displays misogynistic tendencies. In both the media and academic accounts it would appear as though the blame for social and educational inequalities can now be laid at the door of women - particularly middle-class mothers. Through examining competing perspectives on how we might understand this attribution of blame, this paper argues that their guilt is best explained not through changes in behaviour but through the (...)
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  11.  20
    Philosophy, History and Social Science: Educational Research and the Leuven Project.Andrew Davis - 2009 - Journal of Philosophy of Education 43 (4):649-656.
  12.  16
    Consistency, Understanding and Truth in Educational Research.Andrew Davis - 2006 - Journal of Philosophy of Education 40 (4):487–500.
  13.  55
    Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI Studies of the Neural Correlates of Creative Intelligence.John Geake - 2011 - Educational Philosophy and Theory 43 (1):43-47.
    In this position statement it is argued that educational neuroscience must necessarily be relevant to, and therefore have implications for, both educational theory and practice. Consequently, educational neuroscientific research necessarily must embrace educational research questions in its remit.
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  14.  89
    Embodied Experience in Educational Practice and Research.Jan Bengtsson - 2013 - Studies in Philosophy and Education 32 (1):39-53.
    The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of (...)
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  15.  35
    ‘Knowledge Must Be Contextual’: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research.Tamsin Haggis - 2008 - Educational Philosophy and Theory 40 (1):158–176.
    It is now widely accepted that qualitative and quantitative research traditions, rather than being seen as opposed to or in competition with each other should be used, where appropriate, in some kind of combination. How this combining is to be understood ontologically, and therefore epistemologically, however, is not always clear. Rather than endlessly discussing the relationship between different approaches, this paper explores some of the assumptions of the ontologies that underpin such apparent differences, arguing that approaches which declare themselves (...)
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  16.  43
    The Scientific Field During Argentina’s Latest Military Dictatorship : Contraction of Public Universities and Expansion of the National Council for Scientific and Technological Research[REVIEW]Fabiana Bekerman - 2013 - Minerva 51 (2):253-269.
    This study looks at some of the traits that characterized Argentina’s scientific and university policies under the military regime that spanned from 1976 through 1983. To this end, it delves into a rarely explored empirical observation: financial resource transfers from national universities to the National Scientific and Technological Research Council (CONICET, for its Spanish acronym) during that period. The intention is to show how, by reallocating funds geared to Science and Technology, CONICET was made to expand and decentralize (...)
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  17.  27
    Harmonizing the Educational Globe. World Polity, Cultural Features, and the Challenges to Educational Research.Daniel Tröhler - 2010 - Studies in Philosophy and Education 29 (1):5-17.
    The general thesis of this paper is that the motives of the currently dominant global educational governance are rooted in a specific cultural milieu in the time of the Cold War, more precisely in the late 1950s, heading to a harmonious world. The more specific thesis is that a series of failures in the achievement of this harmonized globe led to reforms in educational governance, leading eventually to the development of instruments like large-scale assessments, such as PISA. The (...)
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  18.  9
    National Research Centres : II The Scottish Council for Research in Education.R. R. Rusk - 1952 - British Journal of Educational Studies 1 (1):39-42.
  19.  30
    My Self-as-Philosopher and My Self-as-Scientist Meet to Do Research in the Classroom: Some Davidsonian Notes on the Philosophy of Educational Research.Andrés Mejía D. - 2008 - Studies in Philosophy and Education 27 (2-3):161-171.
    Traditionally, philosophical inquiry into pedagogical issues has occurred far from the classrooms in which pedagogy materialises. However, an organised form of inquiry into issues of a normative nature and of an analytic nature, making use of ideas obtained in an empirical way in classroom and classroom-related situations, is both feasible and desirable. About desirability, this form of inquiry depends on the particularities of the local situations, and that helps to take them into account when deciding on how to improve pedagogical (...)
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  20. The Use and Misuse of Taxpayers' Money: Publicly-Funded Educational Research.Darrell Patrick Rowbottom & Sarah Jane Aiston - 2009 - British Educational Research Journal 37 (4):631-655.
    How should educational research be contracted? And is there anything wrong with the way that public funding of educational research is currently administered? We endeavour to answer these questions by appeal to the work of two of the most prominent philosophers of science of the twentieth century, namely Popper and Kuhn. Although their normative views of science are radically different, we show that they would nonetheless agree on a number of key rules concerning the extent to (...)
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  21.  5
    What the European Research Council is Looking for in Applications.Helga Nowotny - 2010 - Bioessays 32 (7):545-547.
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  22. Foundations of Education and Educational Research.Srinibas Bhattacharya - 1968 - Baroda, Acharya Book Depot.
     
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  23.  24
    Who Needs Critical Agency?: Educational Research and the Rhetorical Economy of Globalization.J. A. Rice & Michael Vastola - 2011 - Educational Philosophy and Theory 43 (2):148-161.
    Current critical pedagogical scholarship has theorized the epistemological and social intersection between globalization and educational technology according to two distinct positions. For some, this intersection offers new liberatory knowledges and opportunities that can subvert social homogenization and economic disparity. For others, this relationship is just another phase of neoimperialism that should be politically and ideologically resisted. In contrast, we argue that the intersection between globalization and educational technologies is rather a manifestation of larger economic and logical forces, and (...)
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  24.  14
    The Labouring Sleepwalker: Evocation and Expression as Modes of Qualitative Educational Research.Paul Smeyers - 2005 - Educational Philosophy and Theory 37 (3):407–423.
    This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...)
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  25.  39
    Complexity and Educational Research: A Critical Reflection.Lesley Kuhn - 2008 - Educational Philosophy and Theory 40 (1):177–189.
    Judgements concerning proper or appropriate educational endeavour, methods of investigation and philosophising about education necessarily implicate perspectives, values, assumptions and beliefs. In recent years ideas from the complexity sciences have been utilised in many domains including psychology, economics, architecture, social science and education. This paper addresses questions concerning the appropriateness of utilising complexity science in educational research as well as issues relating to the ways in which complexity might be engaged. I suggest that, just like all human (...)
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  26.  28
    Is Educational Research Any Use?John Gingell & Christopher Winch - 2006 - Studies in Philosophy and Education 25 (1-2):77-91.
    We begin by examining the widespread scepticism about the value of empirical educational research that is found within sections of the philosophy of education community. We argue that this scepticism, in its strongest form, is incoherent as it suggests that there are no educational facts susceptible of discovery. On the other hand, if there are such facts, then commonsense is not an adequate way of accessing them, due to its own contested and variable nature. We go on (...)
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  27.  38
    Theorizing Education and Educational Research.Christiane Thompson - 2012 - Studies in Philosophy and Education 31 (3):239-250.
    In this paper, I address the question of how a philosophically enriched view of method might inform both educational theory and educational research. The first part of the paper elaborates recent discussions on “philosophical method” in the educational–philosophical discourse. These discussions point toward the importance of analyzing the conceptual or categorical frameworks of educational processes. The second part of the paper discusses Martin Heidegger’s work Being and Time to capture fully the challenges that a philosophical (...)
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  28. The Ethics of Educational Research.Robert G. Burgess (ed.) - 1989 - Falmer Press.
    Ethics and Educational Research: An Introduction Robert G. Burgess Ethical questions are the subject of interdisciplinary discussions and debates. ...
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  29.  7
    Against Methodocentrism in Educational Research.John A. Weaver & Nathan Snaza - 2017 - Educational Philosophy and Theory 49 (11):1055-1065.
    This essay defines and critiques ‘methodocentrism’, the belief that predetermined research methods are the determining factor in the validity and importance of educational research. By examining research in science studies and posthumanism, the authors explain how this methodocentrism disenables research from taking account of problems and non-human actants that are presumed to be of no importance or value in existing social science research methodologies, both qualitative and quantitative. Building from a critique of these methods (...)
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  30.  29
    Placebo Use in Council of Europe Biomedical Research Instruments.Pēteris Zilgalvis - 2004 - Science and Engineering Ethics 10 (1):15-22.
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  31. Phenomenology and Phenomenography in Educational Research: A Critique.Steven A. Stolz - 2020 - Educational Philosophy and Theory 52 (10):1077-1096.
    The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generati...
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  32.  8
    The ‘Subject of Ethics’ and Educational Research OR Ethics or Politics? Yes Please!Jesse Bazzul - 2017 - Educational Philosophy and Theory 49 (10).
    This paper outlines a theoretical context for research into ‘the subject of ethics’ in terms of how students come to see themselves as self-reflective actors. I maintain that the ‘subject of ethics’, or ethical subjectivity, has been overlooked as a necessary aspect of creating politically transformative spaces in education. At the heart of egalitarian politics lies a fundamental tension between the equality of voices and the notion that one way of being or one voice may be deemed more legitimate (...)
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  33.  25
    Educational Research: The Importance of the Humanities.Richard Smith - 2015 - Educational Theory 65 (6):739-754.
    It is one sign of the lack of understanding of the value of the humanities, to educational research and inquiry as well as to our world more widely, that such justifications of them as are offered frequently take a crudely instrumental form. The humanities are welcomed insofar as they are beneficial to the economy, for example, or play a therapeutic role in people's physical or mental well-being. In higher education in the UK, they are marginalized for similar reasons, (...)
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  34.  14
    Conversation as Educational Research.Emile Bojesen - 2018 - Educational Philosophy and Theory 51 (6):650-659.
    This article introduces a form of ‘conversation’ distinct from dialogue or dialectic to the context of educational theory, practice, and research. Through an engagement with the thought of Maurice Blanchot, this paper outlines the conditions he attributes to conversation in the form of plural speech, its relationship to research, how it can be educational, and speculatively concludes by considering how it can operate productively within and around educational institutions. As such, this paper provides an original (...)
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  35.  28
    Empire: An Analytical Category for Educational Research.Roland Sintos Coloma - 2013 - Educational Theory 63 (6):639-658.
    In this article Roland Sintos Coloma argues for the relevance of empire as an analytical category in educational research. He points out the silence in mainstream studies of education on the subject of empire, the various interpretive approaches to deploying empire as an analytic, and the importance of indigeneity in research on empire and education. Coloma examines three award-winning books, Lawrence Cremin's The Transformation of the School: Progressivism in American Education, 1876–1957, John Willinsky's Learning to Divide the (...)
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  36.  20
    The Need for Randomised Controlled Trials in Educational Research.Carole J. Torgerson & David J. Torgerson - 2001 - British Journal of Educational Studies 49 (3):316 - 328.
    This paper argues for more randomised controlled trials in educational research. Educational researchers have largely abandoned the methodology they helped to pioneer. This gold-standard methodology should be more widely used as it is an appropriate and robust research technique. Without subjecting curriculum innovations to a RCT then potentially harmful educational initiatives could be visited upon the nation's children.
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  37.  2
    The Role of Philosophical Analysis in Contemporary Educational Research.Tomasz Leś - forthcoming - Educational Philosophy and Theory:1-11.
    The author of the article explores the significance of philosophical analysis in contemporary educational research. Considering the dominant position of empirical methods (which stems from the erro...
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  38.  29
    Hammers and Saws for the Improvement of Educational Research.Margaret Eisenhart - 2005 - Educational Theory 55 (3):245-261.
    This article examines different conceptions of causation and their implications for understanding educational phenomena and conducting educational research. Specifically, I discuss four research designs for pursuing questions about causation in education. Two of these research designs take a variance approach to causation , while the other two take a process approach . The point of the discussion is to illustrate, first, their respective strengths and, second, their necessary interdependence. Ultimately, I argue that just as both (...)
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  39.  2
    Ethical Reflections on Children’s Participation in Educational Research During Humanitarian Crises.Fabiana Maglio & Tejendra Pherali - 2020 - Research Ethics 16 (1-2):1-19.
    This paper aims to reflect upon ethical dilemmas arising from educational research in humanitarian contexts, particularly when involving children. In recognition of the paucity of knowledge on how...
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  40.  18
    Political Control: A Way Forward for Educational Research?Stephen Gorard - 2002 - British Journal of Educational Studies 50 (3):378 - 389.
    Educational research in the UK has for some time been criticised in terms of both its relevance and its quality. Indeed, these issues of relevance and quality have been presented by some critics as linked with each other. One way forward that has been suggested is greater political (and thereby user and practitioner) control of research and its funding. This would presumably ensure the immediate practical relevance of future work, encourage flexibility of approach, and remove some responsibility (...)
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  41.  23
    The Future of Educational Research in the Context of the Social Sciences: A Special Case?Rosemary Deem - 1996 - British Journal of Educational Studies 44 (2):143-158.
    The paper examines the future prospects for educational research as conducted in UK universities and colleges of higher education in the light of current general changes in the organisation, funding and culture of higher education, and in respect of specific changes in the initial and in service training of teachers. It includes a critical examination of the claim made by some educational researchers that their research constitutes a special case, differentiated from other social science and humanities (...)
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  42.  24
    Reclaiming Metaphysical Truth for Educational Research.Robert Archer - 2002 - British Journal of Educational Studies 50 (3):339 - 362.
    It is not uncommon in educational research and social science in general either to eschew the word truth or to put it in scare quotes in order to signify scepticism about it. After the initial wave of relativism in the philosophy of natural science, a second wave has developed in social science with the rise of postmodernism and poststructuralism. The tendency here is to relativise truth or to bracket out questions of truth. In contradistinction, this paper revindicates the (...)
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  43.  11
    Better Safe Than Sorry? Risk and Educational Research.Per Lindqvist & Ulla Karin Nordänger - 2007 - Educational Studies 33 (1):15-27.
    This paper presents the argument that education and the teaching profession have been saturated by a new form of risk consciousness and risk consideration. The aim is to shed light on this issue and present a number of empirical examples and questions of interest in educational research. Furthermore, the paper presents some of the central theories regarding risk and an attempt is made to relate these theories to an epistemological framework. The article also emphasizes the problems and issues (...)
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  44.  11
    A Narrative Approach Exploring Philosophy in Education and Educational Research.Steven A. Stolz & Jānis T. Ozoliņš - 2017 - Educational Studies 44 (5):578-593.
    The use of narrative – in this case a fictional dialogue – has been a time-honoured way of exploring ideas and most importantly indispensable for learning, at least since the time of the Sophists. Indeed, the dialogues of Plato exemplify this thesis because the qualities and characteristics of philosophy and philosophising are revealed through their lives. Extending on this premise, we would argue that we learn to understand both the unity and complexity of philosophy – particularly in education and (...) research – not by formal philosophical arguments, necessary as they are in some contexts, but by narratives that are relevant, narratives that make the actions of one or more characters intelligible and justifiable. As a result, this article uses a narrative approach for the dual purpose of exhibiting the relevance of philosophy intelligibly exhibited through the examples of the characters put forward, but at the same time characters we our... (shrink)
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  45.  8
    The Use of the Analysis of Co‐Variance in Educational Research: Panacea or Pitfall for the Unwary?Robert Lambourne & Kevin Wheldall - 1979 - Educational Studies 5 (1):43-51.
    (1979). The Use of the Analysis of Co‐variance in Educational Research: panacea or pitfall for the unwary? Educational Studies: Vol. 5, No. 1, pp. 43-51.
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  46.  16
    ‘Cruel Optimism’ and Contemporary Australian Critical Theory in Educational Research.Mary Lou Rasmussen - 2015 - Educational Philosophy and Theory 47 (2):1-15.
    ‘Cruel optimism’ is a term coined by Lauren Berlant. In conceptualizing this term, Berlant draws on the resources of critical theory to interrogate people’s desires for things they think may improve their lot, but actually act as obstacles to flourishing. This notion may be useful for analysing the current state of education in Australia, and the desire to believe that My School, and the associated data it provides, will enable schools to address social inequalities. For Berlant, the promise of such (...)
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  47.  13
    The British Educational Research Association and the Future of Educational Research.Stephen Gorard - 2004 - Educational Studies 30 (1):65-76.
    This paper considers the role of the British Educational Research Association (BERA) in promoting the improvement of UK research over the past 27 years. The views of some BERA representatives, as expressed at Conferences, in occasional publications and particularly in the pages of Research Intelligence, suggest a certain complacency. These representatives have devoted considerable effort to defending the existing quality of research, arguing for greater funding, and explaining how it is that educational research (...)
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  48.  15
    Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas.Karen Lowing - 2011 - British Journal of Educational Studies 59 (3):350-351.
    (2011). Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas. British Journal of Educational Studies: Vol. 59, Research capacity building, pp. 350-351.
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  49.  21
    Citizenship Education, Policy, and the Educationalization of Educational Research.Naomi Hodgson - 2008 - Educational Theory 58 (4):417-434.
    In this essay, Naomi Hodgson reconsiders the value of Michel Foucault’s normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers’ response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association . She argues that the BERA review exemplifies the field of education policy (...)
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  50.  20
    The Tooley Report on Educational Research: Two Philosophical Objections.John A. Clark - 2000 - Educational Philosophy and Theory 32 (2):249–252.
    The report on educational research, commissioned by the Office for Standards in Education, written by James Tooley with assistance, and published under the title Educational Research: a critique, set out to ‘help provide some badly needed evidence to inform the debate about the quality of educational research’ . Whether this ‘snapshot’ actually upholds Hargreaves' contention that there is a considerable amount of ‘second rate educational research’ is far from clear, although Tooley does (...)
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