Results for 'education research'

994 found
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  1.  14
    Off-time higher education as a risk factor in identity formation.War Konrad Educational Research Institute, Radosław Kaczan & Małgorzata Rękosiewicz - 2013 - Polish Psychological Bulletin 44 (3):299-309.
    One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...)
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  2. Education in the Inquiring Society an Introduction to the Philosophy of Education.Margaret Mackie & Australian Council for Educational Research - 1966 - Australian Council for Educational Research.
     
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  3.  22
    The Postmodern University?: Contested Visions of Higher Education in Society.Anthony Smith, Frank Webster & Society for Research Into Higher Education - 1997 - Open University Press.
    Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.
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  4.  46
    Educational research as a form of democratic rationality.John Elliott - 2006 - Journal of Philosophy of Education 40 (2):169–185.
    Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it (...)
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  5.  2
    Mathematics Education Research on Mathematical Practice.Keith Weber & Matthew Inglis - 2024 - In Bharath Sriraman (ed.), Handbook of the History and Philosophy of Mathematical Practice. Cham: Springer. pp. 2637-2663.
    In the mathematics education research literature, there is a growing body of scholarship on how mathematicians practice their craft. The purpose of this chapter is to survey some of this literature and explain how it can contribute to the philosophy of mathematical practice. We first describe how mathematics educators use empirical methodologies to investigate the behaviors of mathematicians and argue that findings from these studies can inform the philosophy of mathematical practice. We then illustrate this by summarizing (...) on mathematicians’ understandings and mathematicians’ proof reading. (shrink)
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  6.  16
    Educational Research as a Form of Democratic Rationality.John Elliott - 2006 - Journal of Philosophy of Education 40 (2):169-185.
    Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it (...)
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  7.  20
    Decolonizing Educational Research: From Ownership to Answerability.Leigh Patel - 2015 - Routledge.
    _Decolonizing Educational Research_ examines the ways through which coloniality manifests in contexts of knowledge and meaning making, specifically within educational research and formal schooling. Purposefully situated beyond popular deconstructionist theory and anthropocentric perspectives, the book investigates the longstanding traditions of oppression, racism, and white supremacy that are systemically reseated and reinforced by learning and social interaction. Through these meaningful explorations into the unfixed and often interrupted narratives of culture, history, place, and identity, a bold, timely, and hopeful vision emerges (...)
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  8.  39
    Is Educational Research Any Use?John Gingell & Christopher Winch - 2006 - Studies in Philosophy and Education 25 (1):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 to (...)
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  9.  7
    Education research: the basics.Michael Hammond - 2020 - New York: Routledge, Taylor & Francis Group. Edited by J. J. Wellington.
    Concise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used over the years and where and how it has had an impact. Providing crucial background for understanding key thinkers in the field such as Plato, Dewey, Montessori and Freire, each chapter represents a way of understanding the goals and methods of research conducted in the field (...)
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  10.  13
    Preparing Educational Researchers: The Role of Self‐Doubt.Deborah Kerdeman - 2015 - Educational Theory 65 (6):719-738.
    Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self-doubt for students. Neither scholar is entirely convinced that self-doubt is educationally productive. Drawing on Hans-Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self-doubt that Metz and Lesko assume and shows why self-doubt can be transformative. Gadamer's argument regarding self-doubt challenges constructivist views of (...)
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  11.  19
    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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  12.  40
    Educational research, governmentality and the construction of the cosmopolitan citizen.Naomi Hodgson - 2009 - Ethics and Education 4 (2):177-187.
    The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more 'light-hearted' use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed by Foucault's concept of governmentality draws attention to the way in which the (...)
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  13.  15
    Educational research as science?Darrell Patrick Rowbottom - unknown
    What makes educational research scientific? And should we be worried whether it is? This chapter approaches these questions from a philosophical perspective, while also introducing some relevant work from twentieth-century philosophy of science. It discusses scientific method, confirmation, the distinction between theory and observation, the aim of science, and the relative merits of qualitative and quantitative approaches.
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  14. Educational research undone: the postmodern embrace.Ian Stronach - 1997 - Philadelphia: Open University Press. Edited by Margaret MacLure.
    The authors draw on literary theory, anthropology and sociology in order to construct alternative ways of reading and writing educational research, and come to terms with postmodernism and deconstruction.
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  15.  6
    Curriculum, Pedagogy and Educational Research: The Work of Lawrence Stenhouse.John Elliott & Nigel Norris (eds.) - 2012 - New York: Routledge.
    Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouseâe(tm)s contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide (...)
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  16.  14
    Thinking in education research: applying philosophy and theory.Nick Peim - 2018 - New York: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc.
    Thinking in Education Research examines the resources available from philosophy and theory that can be practically applied to any educational research project. Nick Peim argues that the current well-established divide between theory and the empirical in research methods is unhelpful to students. Instead, Thinking in Education Research looks at major lines of thinking in modern European philosophy, from Kant to Freud and Derrida to Malabou, and how they provide a rich resource for every stage (...)
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  17.  6
    Understanding education and educational research.Paul Smeyers - 2014 - Cambridge, UK: Cambridge University Press. Edited by Richard Smith.
    Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing (...)
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  18.  14
    Educational researchers’ ethical responsibilities and human subjects’ ethical awareness: implications for research ethics education in China.Thomas Sheeran, Yuping Zhou & Jinyan Huang - 2021 - Ethics and Behavior 31 (5):321-334.
    ABSTRACT Using a five-point Likert scale survey and a follow-up open-ended questionnaire, this study examined Chinese participants’ perceptions of their ethical responsibilities as educational researchers as well as their ethical awareness as human subjects. The participants were 418 faculty and graduate students from two specific Chinese schools, where the first two educational research ethics committees were recently established in Chinese higher education. Results indicate that participants demonstrate basic understanding of their ethical responsibilities as educational researchers and develop their (...)
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  19.  23
    The ‘False Dualism’ of Educational Research.Richard Pring - 2000 - Journal of Philosophy of Education 34 (2):247-260.
    Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence-based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philosophical positions on which such a distinction relies.
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  20.  23
    Educational research and reform: Some implications for the professional identity of early years teachers.Iram Siraj-Blatchford - 1993 - British Journal of Educational Studies 41 (4):393-408.
    This paper examines the way in which recent criticisms of the work of primary school teachers in Britain, most notably those entailed in and following the publication of the so-called 'Three Wise Men's Report', have attempted to redefine the professional identity of early years teachers. The paper objects to the manner in which their critiques have been formulated and calls upon educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education in general (...)
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  21.  28
    Educational Research: Language and Content. Lessons in Publication Policies from the Low Countries.Paul Smeyers & Bas Levering - 2000 - British Journal of Educational Studies 48 (1):70 - 81.
    Owing to the growing internationalisation of research, educational researchers in the Netherlands are increasingly expected to publish through the medium of the English language. Though this undoubtedly benefits the communication between scholars, there are also side-effects. This paper discusses problematic issues from three perspectives: (i) the use of a non-native language for communication between scholars in the area of education; (ii) the use either exclusively, or not, of a publication record of such publications for purposes of recruitment and (...)
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  22.  31
    Can educational research be scientific?Wilfred Carr - 1983 - Journal of Philosophy of Education 17 (1):35–43.
    Wilfred Carr; Can Educational Research be Scientific?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 35–43, https://doi.org/10.1111.
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  23.  14
    Educational Research Culture and Capacity Building: The Case of Addis Ababa University.Barbara Ridley - 2011 - British Journal of Educational Studies 59 (3):285-302.
    This paper draws on several projects over sixteen years which attempted to develop capacity in educational research at Addis Ababa University. It identifies what might be considered indicators of a thriving research environment as defined from a UK perspective, not simply the necessary skills and infrastructure requirements but also what might be considered 'academic' or 'intellectual' virtues. Having outlined specific project activities, our responses and mutual learning, the paper goes on to consider how such qualities might relate to (...)
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  24.  54
    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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  25.  61
    Induction into educational research networks: The striated and the smooth.Naomi Hodgson & Paul Standish - 2006 - Journal of Philosophy of Education 40 (4):563–574.
    Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved in collaboration, conferences and publication. The consideration of this in (...)
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  26.  13
    Foucault, Educational Research and the Issue of Autonomy.Mark Olssen - 2005 - Educational Philosophy and Theory 37 (3):365-387.
    This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal (...). (shrink)
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  27.  33
    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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  28.  54
    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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  29.  5
    Philosophy and educational research.John Wilson - 1972 - Windsor,: National Foundation for Educational Research in England and Wales.
  30.  8
    Educational Research and Philosophy between Aisthesis_ and _Téchne: A Dialogue with the Philosopher Pietro Montani.Cristina Coccimiglio - 2022 - ENCYCLOPAIDEIA 26 (63):95-101.
    This article stems from a dialogue with the philosopher Pietro Montani, starting from his studies in the field of aesthetics and the philosophy of technique and from the significance of some analyzes that prompt a critical debate also with the philosophy of education. The dialogue with the international scientific community and with the theories of authors such as Vygotskij, Benjamin, Kant, Lo Piparo, Gallese, Garroni, Stiegler, Ricoeur (to mention only the authors treated in this interview) makes these reflections extremely (...)
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  31.  57
    Educational research and the practical judgement of policy makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):5-14.
    This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.
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  32.  20
    Philosophy and Theory in Educational Research: Writing in the Margin.Amanda Fulford & Naomi Hodgson (eds.) - 2016 - New York, NY: Routledge.
    _Philosophy and Theory in Educational Research: Writing in the Margin_ explores the practise of reading and writing in philosophy of education and education theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility for educational research. Drawing on their own research, theoretical and philosophical sources, the authors investigate the important issue of what it means to read (...)
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  33.  87
    Proteus rising: Re-imagining educational research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):183-198.
    The idea that educational research should be 'scientific', and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be 'scientific' is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. (...)
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  34.  7
    Education research and schooling in rural Europe. An engagement with changing patterns of education, space and place.Paul Flynn - 2022 - British Journal of Educational Studies 70 (2):261-262.
    Some of the most pressing and emergent societal challenges are often exposed by researchers in the field of educational research. Education Research and Schooling in Rural Europe by Cath Gristy, Li...
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  35. The Ethics of educational research.Robert G. Burgess (ed.) - 1989 - New York: 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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  36.  36
    Accountability and relevance in educational research.Christopher Winch - 2001 - Journal of Philosophy of Education 35 (3):443–459.
    Educational research has been criticised recently for being poorly conceived, self-indulgent and of little practical use. These allegations are discussed via an overview of the various functions of educational research: the production of knowledge about education, the formulation of educational policy, the promotion of improvements in educational practice, the promotion of radical change in society. The responsibilities of educational researchers are then discussed: proper attention to the functions of educational research, accountability for monies spent, recognition of (...)
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  37.  13
    Educational Research and Two Traditions of Epistemology.Helen Freeman & Alison Jones - 1980 - Educational Philosophy and Theory 12 (2):1-20.
  38. The 'false dualism' of educational research.Richard Pring - 2000 - Journal of Philosophy of Education 34 (2):247–260.
    Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence‐based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philosophical positions on which such a distinction relies.
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  39.  17
    Editorial: Educational Research.Richard Pring - 2000 - British Journal of Educational Studies 48 (1):1-9.
  40.  12
    Qualitative Educational Research in Action: Doing and Reflecting.Tom A. O'Donoghue & Keith Punch (eds.) - 2003 - Routledge.
    Qualitative research is a key form of research in education; the findings of such projects frequently play a central role in shaping policy and practice. First time qualitative researchers require clear and practical guidance from the outset. However, given the diversity of both subject matter and methodological approaches encompassed by qualitative research, such guidance is not always easily come by. _Qualitative Educational Research in Action: Doing and Reflecting_ is a collection of ten first-hand accounts by (...)
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  41.  15
    Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (supplement):183-198.
    The idea that educational research should be ‘scientific’, and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be ‘scientific’ is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. (...)
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  42.  21
    Accountability and Relevance in Educational Research.Christopher Winch - 2001 - Journal of Philosophy of Education 35 (3):443-459.
    Educational research has been criticised recently for being poorly conceived, self-indulgent and of little practical use. These allegations are discussed via an overview of the various functions of educational research: the production of knowledge about education, the formulation of educational policy, the promotion of improvements in educational practice, the promotion of radical change in society. The responsibilities of educational researchers are then discussed: proper attention to the functions of educational research, accountability for monies spent, recognition of (...)
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  43. Rethinking the ‘social’ in educational research: on what underlies scheme-content dualism.Koichiro Misawa - 2016 - Ethics and Education 11 (3):326-337.
    Approaches to studying the ‘social’ are prominent in educational research. Yet, because of their insufficient acknowledgement of the social nature of human beings and the reality we experience, such attempts often commit themselves to the dualism of scheme and content, which in turn is a by-product of the underlying dualism of reason and nature that has characterised modern thinking. Drawing largely on John McDowell’s argument, this paper attempts to illuminate the sense that nature, nurture and human nature are interconnected (...)
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  44.  53
    Educational research and policy: Epistemological considerations.David Bridges & Michael Watts - 2008 - Journal of Philosophy of Education 42 (s1):41-62.
    This article is centrally concerned with the sort of knowledge that can and should inform educational policy—and it treats this as an epistemological question. It distinguishes this question from the more extensively explored question of what sort of knowledge in what form policy-makers do in fact commonly take into account. The article examines the logical and rhetorical character of policy and the components of policy decisions and argues that policy demands a much wider range of information than research typically (...)
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  45. Philosophy of educational research.Richard Pring - 2004 - New York: Continuum.
    Three issues features as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and ...
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  46.  15
    Educational Research and the Practical Judgement of Policy Makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (supplement):5-14.
    This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.
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  47. Foucault, educational research and the issue of autonomy.Mark Olssen - 2005 - Educational Philosophy and Theory 37 (3):365–387.
    This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal (...). (shrink)
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  48.  35
    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 that resistance (...)
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  49.  33
    Understanding Educational Research.D. B. van Dalen & W. J. Meyer - 1963 - British Journal of Educational Studies 11 (2):195-195.
  50.  25
    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 - 2021 - Educational Philosophy and Theory 53 (9):863-880.
    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 the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy that was established in 2016. The paper is the result of a collective writing process over a period (...)
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