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A companion to research in education

edited byAlan D. Reid E. Paul Hart Michael A. Peters

Abstract

 

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 that offers fresh insights into the perspectives and challenges that shape diverse genres of research in education.

Details | Table of Contents

Conceptualising research in education

challenging concepts and conceptions

pp.3-12

https://doi.org/10.1007/978-94-007-6809-3_1
Traditions of inquiry in education

engaging the paradigms of educational research

Hanan A. Alexander

pp.13-25

https://doi.org/10.1007/978-94-007-6809-3_2
Traditions of inquiry

should we talk of different paradigms after all?

Richard Pring

pp.27-30

https://doi.org/10.1007/978-94-007-6809-3_3
The discipline(s) of educational research David Bridges

pp.31-39

https://doi.org/10.1007/978-94-007-6809-3_4
Changing scholarly lives

neoliberalism, discipline(s) and educational research

Peter Roberts

pp.41-45

https://doi.org/10.1007/978-94-007-6809-3_5
The problem with "disciplines" of educational research Hugh Lauder

pp.47-50

https://doi.org/10.1007/978-94-007-6809-3_6
The pursuit of truth(s) in educational research Stefan Ramaekers

pp.51-60

https://doi.org/10.1007/978-94-007-6809-3_7
Providing a space to enable alteration in educational research Stijn Mus

pp.61-66

https://doi.org/10.1007/978-94-007-6809-3_8
The design(s) of educational research

description and interpretation

Paul Smeyers

pp.67-76

https://doi.org/10.1007/978-94-007-6809-3_9
Relativism, research and social responsibility

some remarks inspired by Smeyers, Wittgenstein and Lyotard

Andrew Stables

pp.77-81

https://doi.org/10.1007/978-94-007-6809-3_10
"this truth that i say to you, well, you see it in myself"

on research as education | as philosophy | as a way of life

Maarten Simons

pp.83-95

https://doi.org/10.1007/978-94-007-6809-3_11
On incompetency and care for the self as conditions for educational laboratories Joris Vlieghe

pp.97-100

https://doi.org/10.1007/978-94-007-6809-3_12
"education is the new philosophy", to make a metadisciplinary claim for the learning sciences Mary Kalantzis Bill Cope

pp.101-115

https://doi.org/10.1007/978-94-007-6809-3_13
Education, science and the lifeworld

a response to "education is the new philosophy"

Norm Friesen(Boise State University)

pp.117-120

https://doi.org/10.1007/978-94-007-6809-3_14
Characterising research in education

troubling characteristics and caricature

pp.123-128

https://doi.org/10.1007/978-94-007-6809-3_15
A guide for the perplexed

scientific educational research, methodolatry, and the gold versus platinum standards

D. C. Phillips

pp.129-139

https://doi.org/10.1007/978-94-007-6809-3_16
Perplexing times in educational research and the prospects for a new platinum standard Jānis Ozoliņš

pp.141-143

https://doi.org/10.1007/978-94-007-6809-3_17
Educational research as science? Darrell P. Rowbottom

pp.145-153

https://doi.org/10.1007/978-94-007-6809-3_18
Educational research and the light of science Richard Smith

pp.155-158

https://doi.org/10.1007/978-94-007-6809-3_19
Educational research as science? a critical question Sarah Aiston

pp.159-162

https://doi.org/10.1007/978-94-007-6809-3_20
The logic of causal investigations Michael Scriven

pp.163-171

https://doi.org/10.1007/978-94-007-6809-3_21
The logic of causal investigations and the rhetoric and pragmatics of research planning Melvin M. Mark

pp.173-175

https://doi.org/10.1007/978-94-007-6809-3_22
Theory, practice and the philosophy of educational action research in new light Marianna Papastephanou

pp.177-187

https://doi.org/10.1007/978-94-007-6809-3_23
Immanent transcendence in educational research Olav Eikeland

pp.189-192

https://doi.org/10.1007/978-94-007-6809-3_24
When will I be a teacher? Paul Gibbs

pp.193-195

https://doi.org/10.1007/978-94-007-6809-3_25
The role of meta-analysis in educational research John Hattie H. Jane Rogers Hariharan Swaminathan

pp.197-207

https://doi.org/10.1007/978-94-007-6809-3_26
Using educational research as a resource for continuous improvement in education

the best evidence syntheses

Adrienne Alton-Lee

pp.209-213

https://doi.org/10.1007/978-94-007-6809-3_27
Framing and analysing educational research

a recent history of transactions from a foucauldian perspective

Mark Olssen

pp.215-228

https://doi.org/10.1007/978-94-007-6809-3_28
Using or mobilizing Foucault?

choice remarks on eclecticism and trends in educational research

Andreas Fejes

pp.229-232

https://doi.org/10.1007/978-94-007-6809-3_29
On understanding power and the subject of educational research Naomi Hodgson

pp.233-235

https://doi.org/10.1007/978-94-007-6809-3_30
Contexts, contextualism and contextualizing educational research Michael A. Peters

pp.239-246

https://doi.org/10.1007/978-94-007-6809-3_31
Dialectics of race criticality

studies in racial stratification and education

Zeus Leonardo

pp.247-257

https://doi.org/10.1007/978-94-007-6809-3_32
What it means to be critical

beyond rhetoric and toward action

Gloria Ladson-Billings

pp.259-261

https://doi.org/10.1007/978-94-007-6809-3_33
On being "race critical" Michael W. Apple

pp.263-265

https://doi.org/10.1007/978-94-007-6809-3_34
Untangling theories and hegemonic projects in researching education and the knowledge economy Susan L. Robertson

pp.267-276

https://doi.org/10.1007/978-94-007-6809-3_35
The knowledge economy as global assemblage Jane Kenway

pp.277-280

https://doi.org/10.1007/978-94-007-6809-3_36
The creativity imperative

implications for education research

Cushla Kapitzke Stephen Hay

pp.281-287

https://doi.org/10.1007/978-94-007-6809-3_37
Reimagining creativity

critically, ethically, and practically

Phil Graham

pp.289-292

https://doi.org/10.1007/978-94-007-6809-3_38
The more things change, the more they stay the same

creativity as the next colonial turn

Karen L. Martin

pp.293-296

https://doi.org/10.1007/978-94-007-6809-3_39
Education and the creative economy

not just a question of ends-in-view?

Justin O'Connor

pp.297-300

https://doi.org/10.1007/978-94-007-6809-3_40
Beyond the giving and taking of accounts

time, space and the social in educational research with youth

Marcia McKenzie

pp.301-310

https://doi.org/10.1007/978-94-007-6809-3_41
Temporality and identity in youth research Julie McLeod

pp.311-313

https://doi.org/10.1007/978-94-007-6809-3_42
Towards accountability and responsibility

meditations on engaging the uneven, murky and messy path towards justice with youth and community

David Stovall

pp.315-317

https://doi.org/10.1007/978-94-007-6809-3_43
Culture in international and comparative education research

conceptual and methodological issues

Mark Mason

pp.319-331

https://doi.org/10.1007/978-94-007-6809-3_44
Understanding international and comparative education research Mark Bray

pp.333-339

https://doi.org/10.1007/978-94-007-6809-3_45
Reducing the research-practice gap through problem-based methodology

pp.341-352

https://doi.org/10.1007/978-94-007-6809-3_46

Publication details

Publisher: Springer

Place: Dordrecht

Year: 2014

Pages: 352

ISBN (hardback): 978-94-007-6808-6

ISBN (digital): 978-94-007-6809-3

Full citation:

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