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Get this from a library! A Survey of research in education. [M B Buch;]. Editorial Reviews. From the Back Cover. This volume offers a unique commentary on the diverse ways that educational inquiry is conceived, designed and. Editorial Reviews. Review. "I enjoy the authors' writing styles and the examples given to Introduction to Research in Education 9th Edition, Kindle Edition. by.
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Throughout the chapters, clear and concise summaries of key philosophical positions and ideas are complemented with boxed accounts of how the philosophical debates discussed can be applied to real research projects. These features encourage the reader to consider how they can develop thinking and apply theory at every stage of their own research.
This is essential reading for any educational research methods student or practicing researcher for important ways of thinking afresh about research methodology. Table of contents 1. Introduction: What is the Role of Thinking?
What is Philosophical about Research? What is the Object?
What about the Role of the Researcher? Is the Truth Out There? Central to this drive has been the psychology of education with its emphasis on transforming our understanding of brains and minds into sets of technologies.
Increasingly it witnesses the superimposition of the neurological on the psychological. Such moves pay little attention to an inescapable and conditioning feature of education — that it is always a normative practice shaped everywhere by the kinds of things a society thinks or determines that it wants.
While psychological and other forms of quantitative research are likely to offer important insight into the practices of education they will successfully do so only to the extent that they take seriously the contextual and related normative conditions of educational practices. In this edited volume Smeyers and Depaepe and their colleagues offer a timely intervention subjecting to serious interrogation the current passion to see particular, often aetiolated, impulses to reduce educational scholarship to a series of causal regularities immune to the complexities of actual lived educational encounters and practices.
They argue carefully for the reinstatement of the central actor in education- the student as a complex, subtle, context located being whose education depends on more than statistical generalisations.
Anyone who wants to think seriously about some of the most pressing issues in educational research and practice will welcome this important and insightful collection.
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Though the book is a contribution to celebrate the 25th anniversary of the Consortium of Higher Education Researchers CHER , it is not just about the history of the organisation as such. The contributions provide an account of the emergence of higher education as a field of study and research in Europe, its institutionalisation, and its relationships to higher education policy and practice.
Furthermore, higher education research in Europe is contrasted to and contextualised by the example of higher education research and scholarship in Australia.
The book is useful as an account about the emergence and development of higher education research as a field of study and research in Europe.