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Understanding education and educational research

(2014)
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Abstract
Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing educational improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themselves sometimes constitute such research. Offers a wide-ranging critique of educational research, and will therefore prove a valuable resource for those undertaking 'research methods' courses Makes plentiful use of case studies throughout to make the relevance of the theoretical material clear Includes examples of educational research that can be pursued philosophically, for those looking for ways to develop their research in non-empirical directions

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Citation

Please use this url to cite or link to this publication:

Chicago
Smeyers, Paulus, and Richard Smith. 2014. Understanding Education and Educational Research. University printing house, Cambridge CB2 8BS, United Kingdom: Cambridge University Press.
APA
Smeyers, Paulus, & Smith, R. (2014). Understanding education and educational research. University printing house, Cambridge CB2 8BS, United Kingdom: Cambridge University Press.
Vancouver
1.
Smeyers P, Smith R. Understanding education and educational research. University printing house, Cambridge CB2 8BS, United Kingdom: Cambridge University Press; 2014.
MLA
Smeyers, Paulus, and Richard Smith. Understanding Education and Educational Research. University printing house, Cambridge CB2 8BS, United Kingdom: Cambridge University Press, 2014. Print.
@book{6986506,
  abstract     = {Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing educational improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themselves sometimes constitute such research.

Offers a wide-ranging critique of educational research, and will therefore prove a valuable resource for those undertaking 'research methods' courses
Makes plentiful use of case studies throughout to make the relevance of the theoretical material clear
Includes examples of educational research that can be pursued philosophically, for those looking for ways to develop their research in non-empirical directions},
  author       = {Smeyers, Paulus and Smith, Richard},
  isbn         = {978-1-107-40161-7},
  language     = {eng},
  pages        = {227},
  publisher    = {Cambridge University Press},
  title        = {Understanding education and educational research},
  url          = {http://dx.doi.org/10.1017/cbo9780511920714},
  year         = {2014},
}

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