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179604

Springer, Dordrecht

2014

352 Pages

ISBN 978-94-007-6808-6

A companion to research in education

Edited by

Alan D. Reid , E. Paul Hart , Michael A. Peters

 

This volume offers a unique commentary on the diverse ways that educational inquiry is conceived, designed and critiqued. An international team of scholars examines cross-cutting themes of how research in education is conceptualised, characterised, contextualised, legitimated and represented. Contributions include specially commissioned essays, critical commentaries, vignettes, dialogues and cases. Each section discusses the significance of a complex terrain of ideas and critiques that can inform thinking and practice in educational research. The result is a thorough and accessible volume thatoffers fresh insights into the perspectives and challenges that shape diverse genres of research in education.

Publication details

Full citation:

D. Reid, A. , Paul Hart, E. , Peters, M. A. (eds) (2014). A companion to research in education, Springer, Dordrecht.

Table of Contents

Conceptualising research in education

3-12

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Traditions of inquiry in education

Alexander Hanan A.

13-25

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Traditions of inquiry

Pring Richard

27-30

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The discipline(s) of educational research

Bridges David

31-39

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Changing scholarly lives

Roberts Peter

41-45

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The problem with "disciplines" of educational research

Lauder Hugh

47-50

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The pursuit of truth(s) in educational research

Ramaekers Stefan

51-60

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Providing a space to enable alteration in educational research

Mus Stijn

61-66

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The design(s) of educational research

Smeyers Paul

67-76

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Relativism, research and social responsibility

Stables Andrew

77-81

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"this truth that i say to you, well, you see it in myself"

Simons Maarten

83-95

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On incompetency and care for the self as conditions for educational laboratories

Vlieghe Joris

97-100

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"education is the new philosophy", to make a metadisciplinary claim for the learning sciences

Kalantzis Mary; Cope Bill

101-115

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Education, science and the lifeworld

Friesen Norm

117-120

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Characterising research in education

123-128

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A guide for the perplexed

Phillips D. C.

129-139

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Perplexing times in educational research and the prospects for a new platinum standard

Ozoliņš Jānis

141-143

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Educational research as science?

Rowbottom Darrell P.

145-153

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Educational research and the light of science

Smith Richard

155-158

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Educational research as science? a critical question

Aiston Sarah

159-162

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The logic of causal investigations

Scriven Michael

163-171

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The logic of causal investigations and the rhetoric and pragmatics of research planning

Mark Melvin M.

173-175

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Theory, practice and the philosophy of educational action research in new light

Papastephanou Marianna

177-187

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Immanent transcendence in educational research

Eikeland Olav

189-192

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When will I be a teacher?

Gibbs Paul

193-195

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The role of meta-analysis in educational research

Hattie John; Jane Rogers H.; Swaminathan Hariharan

197-207

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Using educational research as a resource for continuous improvement in education

Alton-Lee Adrienne

209-213

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Framing and analysing educational research

Olssen Mark

215-228

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Using or mobilizing Foucault?

Fejes Andreas

229-232

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On understanding power and the subject of educational research

Hodgson Naomi

233-235

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Contexts, contextualism and contextualizing educational research

Peters Michael A.

239-246

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Dialectics of race criticality

Leonardo Zeus

247-257

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What it means to be critical

Ladson-Billings Gloria

259-261

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On being "race critical"

Apple Michael W.

263-265

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Untangling theories and hegemonic projects in researching education and the knowledge economy

Robertson Susan L.

267-276

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The knowledge economy as global assemblage

Kenway Jane

277-280

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The creativity imperative

Kapitzke Cushla; Hay Stephen

281-287

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Reimagining creativity

Graham Phil

289-292

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The more things change, the more they stay the same

Martin Karen L.

293-296

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Education and the creative economy

O'Connor Justin

297-300

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Beyond the giving and taking of accounts

McKenzie Marcia

301-310

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Temporality and identity in youth research

McLeod Julie

311-313

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Towards accountability and responsibility

Stovall David

315-317

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Culture in international and comparative education research

Mason Mark

319-331

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Understanding international and comparative education research

Bray Mark

333-339

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Reducing the research-practice gap through problem-based methodology

341-352

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