Philosophy, Methodology and Educational Research

Philosophy, Methodology and Educational Research

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Description

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 accrue from such engagement
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Product details

  • Paperback | 372 pages
  • 158 x 233 x 21mm | 536g
  • Wiley-Blackwell (an imprint of John Wiley & Sons Ltd)
  • Chicester, United Kingdom
  • English
  • 1405145137
  • 9781405145138
  • 1,386,661

Back cover copy

Educational policy-makers are increasingly employing the rhetoric of research-based or evidence-based policy and practice, thus insisting on a particularly narrow definition of educational research. At the same time, educational researchers themselves are drawing on an increasingly wide variety of intellectual resources for their research methods and methodologies - methods and methodologies derived from the social sciences, broadly conceived, but also from the humanities and the creative arts.

This collection brings together twenty-two contributions that examine a wide variety of issues raised in this setting: about the nature of educational research and its claims on our attention; about the relationship between research and educational practice; about issues of generalisability and claims to truth; about the supposed conflict between qualitative and quantitative research methodologies; about the place of philosophy itself in educational research; and about the teaching of research methods and methodology.

Written by a distinguished international group of philosophers of education, it represents an authoritative contribution to the literature and will be a key point of reference both for those examining these issues at a policy level and for those teaching and studying educational research methods and methodologies in university departments, as well as for students of philosophy of education.


Cover image: St John Reconsiders Modern Epistemology (c) James B. Janknegt
Cover design by Design Deluxe
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Table of contents

1. Introduction: David Bridges and Richard Smith. 2. The Myth of 'Scientific Method' in Contemporary Educational Research: Darrell Rowbottom and Sarah Aiston. 3. As if by Machinery: the Levelling of Educational Research: Richard Smith. 4. 'A demented form of the familiar': Postmodernism and Educational Research: Maggie MacLure. 5. The Disciplines and Discipline of Educational Research: David Bridges. 6. Consistency, Understanding and Truth in Educational Research: Andrew Davis. 7. No Harm Done: The Implications for Educational Research of the Rejection of Truth: Stefan Ramaekers. 8. The Quantitative-Qualitative Distinction and the Null Hypothesis Significance Testing Procedure: Nimal Ratnesar and Jim Mackenzie. 9. A View from Somewhere: Explaining the Paradigms of Educational Research: Hanan Alexander. 10. Philosophy, Methodology and Action Research: Wilfred Carr. 11. Educational Research as a Form of Democratic Rationality: John Elliott. 12. Philosophical Research and Educational Action Research: Marianna Papastephanou. 13. Why Generalisability is not Generalisable: Lynn Fendler. 14. On Generalising from Single Case Studies: Epistemological Reflections: Colin W. Evers and Echo H. Wu. 15. Epistemological Issues in Phenomenological Research: How Authoritative are People's Accounts of their own Perceptions?: Bas Levering. 16. Reasons and Causes in Educational Research: Overcoming Dichotomies and Other Conceptual Confusions: Paul Smeyers. 17. Philosophy's Contribution to Social Science Research on Education: Martin Hammersley. 18. US Graduate Study in Education Research: From Methodology to Potential Totalization: Lynda Stone. 19. Shovelling Smoke? The Experience of Being a Philosopher on a Research Training Programme: Judith Suissa. 20. Induction into Educational Research Networks: The Striated and the Smooth: Naomi Hodgson and Paul Standish. 21. The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help): D.C. Phillips. 22. On the Limits of Empirical Educational Research, Beyond the Fantasy: A Rejoinder to D.C. Phillips: Paul Smeyers.
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About David Bridges

David Bridges is currently Executive Director of the Association of Universities of the Eastern Region and a Professorial Fellow at the Centre for Applied Research in Education, University of East Anglia. Richard Smith is Professor of Education at Durham University.
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