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...

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Рейтинг книги: 4 из 5, 5 голос(-ов).