Results for 'educational research'

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  1.  16
    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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  2.  17
    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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  3.  8
    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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  4.  32
    '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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  5.  89
    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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  6.  14
    Where Creeds Meet Incredulity: Educational Research in a Post-Utopian Age. [REVIEW]Julian Edgoose - 2006 - Studies in Philosophy and Education 25 (4):289-302.
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  7.  19
    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.
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  8.  14
    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.
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  9.  49
    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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  10.  17
    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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  11.  28
    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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  12.  11
    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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  13. Foundations of Education and Educational Research.Srinibas Bhattacharya - 1968 - Baroda, Acharya Book Depot.
     
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  14.  3
    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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  15.  77
    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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  16.  25
    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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  17. Why "What Works" Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research.Gert Biesta - 2007 - Educational Theory 57 (1):1-22.
    In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, (...)
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  18.  12
    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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  19. 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 (...)
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  20.  11
    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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  21.  24
    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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  22.  14
    Understanding the Other/Understanding Ourselves: Toward a Constructive Dialogue About “Principles 'in Educational Research”.Pamela A. Moss - 2005 - Educational Theory 55 (3):263-283.
    The recent federal interest in advancing “scientifically based research,” along with the National Research Council's 2002 report Scientific Research in Education , have provided space and impetus for a more general dialogue across discourse boundaries within the field of educational research. The goal of this article is to develop and illustrate principles for an educative dialogue across research discourses. I have turned to Gadamer's philosophical hermeneutics and the critical dialogue that surrounds it to seek (...)
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  23.  9
    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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  24.  3
    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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  25.  3
    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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  26.  1
    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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  27.  2
    A Narrative Approach Exploring Philosophy in Education and Educational Research.Steven A. Stolz & Jānis T. Ozoliņš - forthcoming - Educational Studies:1-16.
    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 ourselves can learn from as they both dialectically engage with philosophically orientated problems. (shrink)
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  28.  3
    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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  29.  19
    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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  30.  8
    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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  31.  6
    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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  32.  3
    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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  33.  3
    A Review of “Why Foucault? New Directions in Educational Research”. [REVIEW]Kevin D. Vinson & Melissa B. Wilson - 2008 - Educational Studies: Journal of the American Educational Studies Association 44 (1):83-90.
    (2008). A Review of “Why Foucault? New Directions in Educational Research”. Educational Studies: Vol. 44, SPECIAL ISSUE: INTERDISCIPLINARY APPROACHES TO EDUCATIONAL REFORM WITHIN A FOUCAULTIAN FRAMEWORK, pp. 83-90.
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  34.  3
    The Use of Minimization to Form Comparison Groups in Educational Research.Carole J. Torgerson & David J. Torgerson - 2007 - Educational Studies 33 (3):333-337.
    Randomized controlled trials in educational research tend to be small. Small trials can have large, chance, imbalances in important covariates. For studies with sample sizes greater than 50, chance imbalances can be corrected using analysis of covariance; for small trials, however, statistical power is maximized if the trial is balanced and analysis of covariance is used in the analysis. The aim of the present study was to discuss methods of improving covariate balance in trial design and to demonstrate (...)
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  35.  3
    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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  36. 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 conclude (...)
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  37. 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 (...)
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  38. A View From Somewhere: Explaining the Paradigms of Educational Research.Hanan A. Alexander - 2006 - Journal of Philosophy of Education 40 (2):205–221.
    In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and (...)
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  39. 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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  40. The Myth of 'Scientific Method' in Contemporary Educational Research.Darrell Patrick Rowbottom & Sarah Jane Aiston - 2006 - Journal of Philosophy of Education 40 (2):137–156.
    Whether educational research should employ the ‘scientific method’ has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: ‘positivist’ or ‘interpretivist’. In reference to one of the most widely referred to educational research methods textbooks on the market—namely Research Methods in Education by Cohen, Manion, and Morrison—this paper demonstrates the misconception of science in operation and the (...)
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  41.  13
    Knowledge Without Contexts? A Foucauldian Analysis of E.L. Thorndike’s Positivist Educational Research.Antti Saari - 2016 - Studies in Philosophy and Education 35 (6):589-603.
    The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational psychology is analyzed as a case in point. It will be shown that Thorndike’s positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault’s history of the human (...)
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  42. Exploiting the Exploited? The Ethics of Feminist Educational Research.Sheila Riddell - 1989 - In Robert G. Burgess (ed.), The Ethics of Educational Research. Falmer Press. pp. 77--99.
  43.  30
    Critiquing the Educational Present: The (Limited) Usefulness to Educational Research of the Foucauldian Approach to Governmentality.Roy Goddard - 2010 - Educational Philosophy and Theory 42 (3):345-360.
    The claim may be made that the Foucauldian analytics of power, in its detailed attention to the question of how modern societies are rendered governable, has superseded classical and radical analyses. This paper points to problems occasioned by Foucauldian governmentality's reliance on Foucault's flawed conception of the subject. These problems undermine the ambition of this style of research to outline possibilities for political intervention. It is suggested that educational critique can draw usefully on the scrupulous specificity of Foucauldian (...)
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  44.  63
    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 (...)
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  45.  18
    Data Return: The Sense of the Given in Educational Research.Paul Standish - 2001 - Journal of Philosophy of Education 35 (3):497–518.
    Educational research is dominated by a particular model: data is gathered and analysed. Much literature on methods concerns either ways of processing data, or ethical issues regarding its collection and handling. The present paper looks beyond these matters to the taken‐for‐granted idea of data itself. What can be meant by ‘data’? How does this connect with ideas of the given? What is the place of giving in education—in teaching and learning, in research itself? These issues are explored (...)
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  46.  42
    Embodied Experience in Educational Practice and Research.Jan Bengtsson - 2013 - Studies in Philosophy and Education 32 (1):39-53.
  47.  47
    Philosophy, Methodology and Educational Research: Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):131–135.
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can (...)
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  48.  17
    Critical Pragmatist and the Reconnection of Science and Values in Educational Research.Walter Feinberg - 2012 - European Journal of Pragmatism and American Philosophy 4 (1):222-240.
    Randomized field experiments, which in the United States has been proposed as the gold standard of educational research, is dismissed by some critics as "positivistic". Although this dismissal over identifies positivism with a specific research method, the larger point is accurate: the "gold standard" is often insensitive to local situations and human value and philosophical positivism supports and en-courages this insensitivity. In this paper I examine the way positivism is limited in terms of its understanding of the (...)
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  49. Ethics of Case Study in Educational Research and Evaluation.Helen Simons - 1989 - In Robert G. Burgess (ed.), The Ethics of Educational Research. Falmer Press. pp. 114--140.
     
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  50.  12
    The Lure of Psychology for Education and Educational Research.Paul Smeyers & Marc Depaepe - 2012 - Journal of Philosophy of Education 46 (3):315-331.
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...)
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