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024 7 $a10.1007/978-94-007-6809-3$2doi
024 8 $a10.1007/978-94-007-6
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245 02 $aA companion to research in education /$cAlan D. Reid, E. Paul Hart, Michael A. Peters, editors.
264 1 $aDordrecht :$bSpringer,$c2014.
264 4 $c©2014
300 $a1 online resource (xxix, 606 pages) :$billustrations (some color)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $atext file
347 $bPDF
504 $aIncludes bibliographical references and index.
505 00 $gPart I.$tConceptualising Research in Education --$tConceptualising Research in Education: Challenging Concepts and Conceptions /$rAlan D. Reid --$tTraditions of Inquiry in Education: Engaging the Paradigms of Educational Research /$rHanan A. Alexander --$tTraditions of Inquiry: Should We Talk of Different Paradigms After All? /$rRichard Pring --$tThe Discipline(s) of Educational Research /$rDavid Bridges --$tChanging Scholarly Lives: Neoliberalism, Discipline(s) and Educational Research /$rPeter Roberts --$tThe Problem with 'Disciplines' of Educational Research /$rHugh Lauder --$tThe Pursuit of Truth(s) in Educational Research /$rStefan Ramaekers --$tProviding a Space to Enable Alteration in Educational Research /$rStijn Mus --$tThe Design(s) of Educational Research: Description and Interpretation /$rPaul Smeyers --$tRelativism, Research and Social Responsibility: Some Remarks Inspired by Smeyers, Wittgenstein and Lyotard /$rAndrew Stables --$t"This Truth Truth That I Say to You, Well, You See It in Myself": On Research As Education -- As Philosophy -- As a Way of Life /$rMaarten Simons and Jan Masschelein --$tOn Incompetency and Care for the Self as Conditions for Educational Laboratories /$rJoris Vlieghe and Mathias Decuypere --$t'Education Is the New Philosophy', to Make a Metadisciplinary Claim for the Learning Sciences /$rMary Kalantzis and Bill Cope --$tEducation, Science and the Lifeworld: A Response to "Education Is the New Philosophy" /$rNorm Friesen.
505 80 $gPart II.$tCharacterising Research in Education --$tCharacterising Research in Education: Troubling Characteristics and Caricature /$rAlan D. Reid --$tA Guide for the Perplexed: Scientific Educational Research, Methodolatry, and the Gold Versus Platinum Standards /$rD.C. Phillips --$tPerplexing Times in Educational Research and the Prospects for a New Platinum Standard /$rJānis Ozoliņš --$tEducational Research as Science? /$rDarrell P. Rowbottom --$tEducational Research and the Light of Science /$rRichard Smith --$tEducational Research as Science? A Critical Question /$rSarah Aiston --$tThe Logic of Causal Investigations /$rMichael Scriven --$tThe Logic of Causal Investigations and the Rhetoric and Pragmatics of Research Planning /$rMelvin M. Mark --$tTheory, Practice and the Philosophy of Educational Action Research in New Light /$rMarianna Papastephanou --$tImmanent Transcendence in Educational Research /$rOlav Eikeland --$tWhen Will I Be a Teacher? /$rPaul Gibbs --$tThe Role of Meta-analysis in Educational Research /$rJohn Hattie, H. Jane Rogers and Hariharan Swaminathan --$tUsing Educational Research as a Resource for Continuous Improvement in Education: The Best Evidence Syntheses /$rAdrienne Alton-Lee --$tFraming and Analysing Educational Research: A Recent History of Transactions from a Foucauldian Perspective /$rMark Olssen --$tUsing or Mobilizing Foucault? Choice Remarks on Eclecticism and Trends in Educational Research /$rAndreas Fejes --$tOn Understanding Power and the Subject of Educational Research /$rNaomi Hodgson.
505 80 $gPart III.$tContextualising Research in Education --$tContexts, Contextualism and Contextualizing Educational Research /$rMichael A. Peters --$tDialectics of Race Criticality: Studies in Racial Stratification and Education /$rZeus Leonardo --$tWhat It Means To Be Critical: Beyond Rhetoric and Toward Action /$rGloria Ladson-Billings --$tOn Being "Race Critical" /$rMichael W. Apple --$tUntangling Theories and Hegemonic Projects in Researching Education and the Knowledge Economy /$rSusan L. Robertson --$tThe Knowledge Economy as Global Assemblage /$rJane Kenway --$tThe Creativity Imperative: Implications for Education Research /$rCushla Kapitzke and Stephen Hay --$tReimagining Creativity: Critically, Ethically, and Practically /$rPhil Graham --$tThe More Things Change, the More They Stay the Same: Creativity as the Next Colonial Turn /$rKaren L. Martin --$tEducation and the Creative Economy: Not Just a Question of Ends-in-View? /$rJustin O'Connor --$tBeyond the Giving and Taking of Accounts: Time, Space and the Social in Educational Research with Youth /$rMarcia McKenzie --$tTemporality and Identity in Youth Research /$rJulie McLeod --$tTowards Accountability and Responsibility: Meditations on Engaging the Uneven, Murky and Messy Path Towards Justice with Youth and Community /$rDavid Stovall --$tCulture in International and Comparative Education Research: Conceptual and Methodological Issues /$rMark Mason --$tUnderstanding International and Comparative Education Research /$rMark Bray --$tReducing the Research-Practice Gap Through Problem-Based Methodology /$rViviane M.J. Robinson --$tReflections on Problem-Based Methodology /$rBrian D. Haig --$tThe Research-Practice Gap and How to Fill It /$rStuart McNaughton.
505 80 $gPart IV.$tLegitimating Research in Education --$tQuestions of Legitimacy and Quality in Educational Research /$rPaul Hart --$tQuality in Educational Research /$rJohn K. Smith --$tQuestions of Quality in Educational Research /$rMartyn Hammersley --$tEvidence Based Practice in Education: Between Science and Democracy /$rGert Biesta --$tPhilosophy Is Not Enough: Inserting Methodology and Politics into the Space Between Science and Democracy /$rHarry Torrance --$tThe Politics of Legitimating Research /$rPhil Hodkinson --$tThe Politics of Legitimating Research: A Case with Commentary /$rDeborah J. Gallagher --$tCourse Team Fictions: Living with the Politics of Legitimating Research /$rMiriam Zukas --$tCriterial Judgements in Education: Knowledge and Research /$rDavid Scott --$tQuality Criteria in Educational Research: Is Beauty More Important Than Popularity? /$rTerence Karran --$tLegitimation in Post-critical, Post-realist Times, or Whether Legitimation? /$rBronwyn Davies --$tProvocative/Provoking Legitimation /$rEve Tuck --$tEvolving Ethics of Educational Research /$rRobin McTaggart --$tEthics, Power and Intellectual Virtue: Doing Right in a Diversified Educational Research Environment /$rDavid Bridges.
505 80 $gPart V.$tRepresenting Research in Education --$tDestabilizing Representation of Research in Education /$rE. Paul Hart --$tHistorical Trends and Contemporary Issues in Representing Research in Education /$rJohn Schostak --$tWhose Research? Whose Reality? The Identity Politics of Education Science /$rGeorgina M. Stewart --$tInscriptions in Educational Research /$rMichael Roth --$tVisual Representations in Educational Research /$rLilian Pozzer-Ardenghi --$tThe heART of Educational Inquiry: Deconstructing the Boundaries Between Research, Knowing and Representation /$rKathleen Nolan --$tMapwork: Atlas Interrupted /$rWanda Hurren --$tStartling Stories: Fiction and Reality in Education Research /$rCarl Leggo and Pauline Sameshima --$tFictional Characters in Narrative Research Writing /$rNatasha G. Wiebe --$tWhat if I Don't Get It Right? /$rJohn J. Guiney Yallop --$tRepresentations 1.0, 2.0, 3.0 /$rLisa Korteweg --$tResponding to Environmental Crises Through Multi-media Hypertextual Research Representation /$rM.J. Barrett --$tThe New Openness in Educational Research /$rJohn Willinsky --$tHow Open Publishing Tools Are Changing Research Representation: An Account of Early Open Journal System Users /$rMia Quint-Rapoport --$tMaking Public Educational Research: Enabling Impact as Integral to the Educational Research Process /$rTirupalavanam G. Ganesh.
520 $aThis 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 that offers fresh insights into the perspectives and challenges that shape diverse genres of research in education.
588 0 $aOnline resource; title from PDF title page (SpringerLink, viewed November 18, 2013).
650 0 $aEducation$xResearch.
650 0 $aEducation$xPhilosophy.
650 6 $aÉducation$xPhilosophie.
650 7 $aEDUCATION$xEssays.$2bisacsh
650 7 $aEDUCATION$xOrganizations & Institutions.$2bisacsh
650 7 $aEDUCATION$xReference.$2bisacsh
650 7 $aDroit.$2eclas
650 7 $aSciences sociales.$2eclas
650 7 $aSciences humaines.$2eclas
650 7 $aEducation$xPhilosophy.$2fast$0(OCoLC)fst00902721
650 7 $aEducation$xResearch.$2fast$0(OCoLC)fst00902743
655 4 $aElectronic books.
700 1 $aReid, Alan$q(Alan D.),$eeditor.
700 1 $aHart, E. Paul,$eeditor.
700 1 $aPeters, Michael$q(Michael A.),$d1948-$eeditor.
776 08 $iPrint version:$tCompanion to research in education.$dDordrecht [Netherlands] ; New York : Springer Verlag, [2014]$z9789400768086$w(OCoLC)867602082
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