三民網路書店 / 搜尋結果

Series: Routledge International Handbooks

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 educational improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themsel

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 educational improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themsel

Does IT poison the minds of the young? Must educational institutions change to serve the needs of the twenty-first century? This book addresses these questions and more. It records the intellectual st

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles

This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by the

Pushing ??~social' responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been lab

The book explores factors that have made educational researchers dependent on statistics, and examines their use in such areas as the maltreatment of children, European citizenship, well-being and hap

This book examines the conduct and purposes of educational research. It looks at values of researchers, at whose interests are served by the research, and the inclusion or exclusion of practitioners a

The closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They

The study of stellar oscillations is the preeminent way to investigate the stability of stars and to interpret their variability. The theory of the linear, isentropic oscillations of isolated gaseous

Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use car

This book focuses on the language of educational research as well as on the language of education. It conceives both as social practices and investigates how rhetoric plays a part in the complex proce

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls

Peters and Nicholas Burbules (both education, U. of Illinois-Urbana-Champaign) and Paul Smeyers (philosophy of education, Katholieke U. Leuven, Belgium) suggest how the work of philosopher Ludwig Witt

In recent years ideas about therapy have found their way increasingly into educational practice: there is Circle Time in the elementary school and a new emphasis on self-esteem, there is assertiveness

This book maps links between educational theory and research, and the geographical and physical spaces in which teaching is practiced. Traces the effects of ‘space’ on educational practice in the clas