Educational Research

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Proofs

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Proofs

Education and educational research, according to the current fashion, are supposed to be concerned with what works, to the exclusion of all other considerations. All over the world, and particularly in the English-speaking countries, governments look for means of improving student achievement as measured by standardized test scores. Although such improvements are often to be welcomed, they do not answer all significant questions about what constitutes good education. Also the research on which they are based is not the only legitimate way to do educational research. Social research, and therefore educational research, cannot ignore the distinctive nature of what it studies: a social activity where questions of meaning and value cannot be eliminated, and where interpretation and judgment play a crucial role. In this book distinguished philosophers and historians of education from 6 countries focus on the problematical nature of the search for what works in educational contexts, in practice as well as in theory. Beginning with specific problems, they move on to more general and theoretical considerations, seeking to go beyond over-simple ideas about cause and effect and the rhetoric of performativity that currently has educational thinking in its grip. Freedom of inquiry in educational research can no longer be taken for granted. Narrow definitions of what constitutes scientific research, funding criteria that enforce particular research methods, and policy decision processes that ignore any research that is not narrowly utilitarian, create a context in many countries that discourages scholarship of a more speculative, exploratory, or critical sort. This book brings together an exceptional combination of international and cross-disciplinary scholars who bring the perspectives of history and philosophy of science to ask, How did we arrive at this place? and Where is educational research heading? The book illuminates the anti-intellectual consequences of a what works mentality in education, and shows that the ostensibly scientific revolution in educational research in fact reflects an ahistorical and conceptually muddled understanding of what actually constitutes science. This book could not be more timely and important. Nicholas C. Burbules, Grayce Wicall Gauthier Professor, University of Illinois With research increasingly tied to State policies with the instrumental purpose of guiding school reforms, the volume provides an important historical and philosophical questioning of the possibilities, limitations and challenges of education research. Internationally leading scholars engage in a significant conversation that is sophisticated and nuanced for understanding contemporary debates. Thomas S. Popkewitz, the University of Wisconsin-Madison, USA This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education. Evaluation and Evolution of the Criteria for Educational Research.

لغو

گزارش تخلف

مغایرت عنوان کتاب با توضیحات و تصویر جلد
عدم رعایت حقوق نشر طبق قوانین جمهوری اسلامی ایران
محتوای مستهجن
توهین به قومیتها و محتوای نژادپرستی
توهین به اقیلیتهای مذهبی
اهانت به مقامات سیاسی و مذهبی
اشاعه ی کودک آزاری
سایر موارد

بستن

فرمت کتاب

ebook

زبان

english

تاریخ انتشار

2010

نویسنده

Paul Smeyers

ناشر

Springer Science+Business Media

شابک

9789048132492

20,000 تومان

خرید کتاب مطالعه نمونه درخواست ترجمه کتاب

خرید کتاب Educational Research

Educational Research

گزارش تخلف

فرمت کتاب

ebook

زبان

english

تاریخ انتشار

2010

نویسنده

ناشر

شابک

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