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
This book provides an accessible introduction to the philosophy of educational research.
This book provides critical and reflective discussions of a wide range of issues arising in education at the interface between philosophy, research, policy and practice.
Three issues feature as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and ...
Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.
Presenting a series of methodological dialogues between eminent education researchers including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways ...
I am advocating that when something goes 'under the name of method', that the name method be taken as just that, a name, but also that it be taken as more than a name. Method, in its strict Enlightenment meaning, and this, too, ...
This is essential reading for any educational research methods student or practicing researcher for important ways of thinking afresh about research methodology.
pedagogical teaching starts by finding out where the student stands, existentially speaking. Kierkegaard underlines that the teacher “must be sure to find him [the student] where he is and start there” (Kierkegaard 1859/1978, p. 96).
For Hayles (1999), the posthuman is an ontological shift, one that calls for a dynamic rethinking of the importance and place of the humanities in the university and society. This work is often referred to as the digital humanities and ...
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.