MARC Record from harvard_bibliographic_metadata

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001 014277970-9
005 20150113020935.0
008 100301s2006 ne | s ||0| 0|eng d
020 $a9781402053085
020 $a9781402053085
020 $a9781402053078
024 7 $a10.1007/978-1-4020-5308-5$2doi
035 $a(Springer)9781402053085
040 $aSpringer
050 4 $aLB2300-2799.3
072 7 $aJNM$2bicssc
072 7 $aEDU015000$2bisacsh
082 04 $a378$223
100 1 $aSmeyers, Paul.$eeditor.
245 10 $aEducational Research: Why ‘What Works’ Doesn't Work /$cedited by Paul Smeyers, Marc Depaepe.
264 1 $aDordrecht :$bSpringer Netherlands,$c2006.
300 $aVI, 196 p.$bonline resource.
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $atext file$bPDF$2rda
505 0 $aThe ‘Good Practices’ of Jozef Emiel Verheyen – Schoolman and Professor of Education at the Ghent University -- Ovide Decroly, A Hero of Education -- Why Generalizability is not Generalizable -- The New Languages and Old Institutions: Problems of Implementing New School Governance -- Problematization or Methodology -- The Relevance of Irrelevant Research; The Irrelevance of Relevant Research -- Expectations of What Scientific Research could (not) Do -- Kuhnian Science and Education Research: Analytics of Practice and Training -- The International and the Excellent in Educational Research -- Technical Difficulties: The Workings of Practical Judgement -- The Science of Education – Disciplinary Knowledge on Non-Knowledge/Ignorance?.
520 $aEducation 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.
520 $aIn 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.
520 $aThis 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.
520 $aInternationally 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 Reseach.
650 0 $aEducation.
650 0 $aEducation$xPhilosophy.
650 0 $aEducation and state.
650 0 $aEducation, Higher.
650 14 $aEducation.
650 24 $aHigher Education.
650 24 $aPhilosophy of Education.
650 24 $aEducation & Society.
650 24 $aEducational Policy.
650 24 $aEducation (general).
700 1 $aDepaepe, Marc.$eeditor.
776 08 $iPrinted edition:$z9781402053078
988 $a20150113
906 $0VEN