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Companion to Research in Education 2014 ed. [Kietas viršelis]

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  • Formatas: Hardback, 606 pages, aukštis x plotis: 279x210 mm, 16 Illustrations, color; 20 Illustrations, black and white; XXIX, 606 p. 36 illus., 16 illus. in color., 1 Hardback
  • Išleidimo metai: 22-Nov-2013
  • Leidėjas: Springer
  • ISBN-10: 9400768087
  • ISBN-13: 9789400768086
Kitos knygos pagal šią temą:
Companion to Research in Education 2014 ed.Didesnis paveikslėlis
  • Formatas: Hardback, 606 pages, aukštis x plotis: 279x210 mm, 16 Illustrations, color; 20 Illustrations, black and white; XXIX, 606 p. 36 illus., 16 illus. in color., 1 Hardback
  • Išleidimo metai: 22-Nov-2013
  • Leidėjas: Springer
  • ISBN-10: 9400768087
  • ISBN-13: 9789400768086
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9789400768086.html
Raktažodžiai:
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. ?

This volume offers insights into the perspectives and challenges that shape diverse genres of research in education. It examines cross-cutting themes of how research in education is conceptualised, characterised, contextualised, legitimated and represented.
Part I Conceptualising Research in Education
1 Conceptualising Research in Education: Challenging Concepts and Conceptions
3(10)
Alan D. Reid
2 Traditions of Inquiry in Education: Engaging the Paradigms of Educational Research
13(14)
Hanan A. Alexander
3 Traditions of Inquiry: Should We Talk of Different Paradigms After All?
27(4)
Richard Pring
4 The Discipline(s) of Educational Research
31(10)
David Bridges
5 Changing Scholarly Lives: Neoliberalism, Discipline(s) and Educational Research
41(6)
Peter Roberts
6 The Problem with `Disciplines' of Educational Research
47(4)
Hugh Lauder
7 The Pursuit of Truth(s) in Educational Research
51(10)
Stefan Ramaekers
8 Providing a Space to Enable Alteration in Educational Research
61(6)
Stijn Mus
9 The Design(s) of Educational Research: Description and Interpretation
67(10)
Paul Smeyers
10 Relativism, Research and Social Responsibility: Some Remarks Inspired by Smeyers, Wittgenstein and Lyotard
77(6)
Andrew Stables
11 "This Truth That I Say to You, Well, You See It in Myself": On Research As Education | As Philosophy | As a Way of Life
83(14)
Maarten Simons
Jan Masschelein
12 On Incompetency and Care for the Self as Conditions for Educational Laboratories
97(4)
Joris Vlieghe
Mathias Decuypere
13 `Education Is the New Philosophy', to Make a Metadisciplinary Claim for the Learning Sciences
101(16)
Mary Kalantzis
Bill Cope
14 Education, Science and the Lifeworld: A Response to "Education Is the New Philosophy"
117(6)
Norm Friesen
Part II Characterising Research in Education
15 Characterising Research in Education: Troubling Characteristics and Caricature
123(6)
Alan D. Reid
16 A Guide for the Perplexed: Scientific Educational Research, Methodolatry, and the Gold Versus Platinum Standards
129(12)
D.C. Phillips
17 Perplexing Times in Educational Research and the Prospects for a New Platinum Standard
141(4)
Janis Ozolins
18 Educational Research as Science?
145(10)
Darrell P. Rowbottom
19 Educational Research and the Light of Science
155(4)
Richard Smith
20 Educational Research as Science? A Critical Question
159(4)
Sarah Aiston
21 The Logic of Causal Investigations
163(10)
Michael Scriven
22 The Logic of Causal Investigations and the Rhetoric and Pragmatics of Research Planning
173(4)
Melvin M. Mark
23 Theory, Practice and the Philosophy of Educational Action Research in New Light
177(12)
Marianna Papastephanou
24 Immanent Transcendence in Educational Research
189(4)
Olav Eikeland
25 When Will I Be a Teacher?
193(4)
Paul Gibbs
26 The Role of Meta-analysis in Educational Research
197(12)
John Hattie
H. Jane Rogers
Hariharan Swaminathan
27 Using Educational Research as a Resource for Continuous Improvement in Education: The Best Evidence Syntheses
209(6)
Adrienne Alton-Lee
28 Framing and Analysing Educational Research: A Recent History of Transactions from a Foucauldian Perspective
215(14)
Mark Olssen
29 Using or Mobilizing Foucault? Choice Remarks on Eclecticism and Trends in Educational Research
229(4)
Andreas Fejes
30 On Understanding Power and the Subject of Educational Research
233(6)
Naomi Hodgson
Part III Contextualising Research in Education
31 Contexts, Contextualism and Contextualizing Educational Research
239(8)
Michael A. Peters
32 Dialectics of Race Criticality: Studies in Racial Stratification and Education
247(12)
Zeus Leonardo
33 What It Means To Be Critical: Beyond Rhetoric and Toward Action
259(4)
Gloria Ladson-Billings
34 On Being "Race Critical"
263(4)
Michael W. Apple
35 Untangling Theories and Hegemonic Projects in Researching Education and the Knowledge Economy
267(10)
Susan L. Robertson
36 The Knowledge Economy as Global Assemblage
277(4)
Jane Kenway
37 The Creativity Imperative: Implications for Education Research
281(8)
Cushla Kapitzke
Stephen Hay
38 Reimagining Creativity: Critically, Ethically, and Practically
289(4)
Phil Graham
39 The More Things Change, the More They Stay the Same: Creativity as the Next Colonial Turn
293(4)
Karen L. Martin
40 Education and the Creative Economy: Not Just a Question of Ends-in-View?
297(4)
Justin O'Connor
41 Beyond the Giving and Taking of Accounts: Time, Space and the Social in Educational Research with Youth
301(10)
Marcia McKenzie
42 Temporality and Identity in Youth Research
311(4)
Julie McLeod
43 Towards Accountability and Responsibility: Meditations on Engaging the Uneven, Murky and Messy Path Towards Justice with Youth and Community
315(4)
David Stovall
44 Culture in International and Comparative Education Research: Conceptual and Methodological Issues
319(14)
Mark Mason
45 Understanding International and Comparative Education Research
333(8)
Mark Bray
46 Reducing the Research-Practice Gap Through Problem-Based Methodology
341(12)
Viviane M.J. Robinson
47 Reflections on Problem-Based Methodology
353(4)
Brian D. Haig
48 The Research-Practice Gap and How to Fill It
357(6)
Stuart McNaughton
Part IV Legitimating Research in Education
49 Questions of Legitimacy and Quality in Educational Research
363(12)
Paul Hart
50 Quality in Educational Research
375(12)
John K. Smith
51 Questions of Quality in Educational Research
387(4)
Martyn Hammersley
52 Evidence Based Practice in Education: Between Science and Democracy
391(10)
Gert Biesta
53 Philosophy Is Not Enough: Inserting Methodology and Politics into the Space Between Science and Democracy
401(6)
Harry Torrance
54 The Politics of Legitimating Research
407(10)
Phil Hodkinson
55 The Politics of Legitimating Research: A Case with Commentary
417(4)
Deborah J. Gallagher
56 Course Team Fictions: Living with the Politics of Legitimating Research
421(4)
Miriam Zukas
57 Criterial Judgements in Education: Knowledge and Research
425(8)
David Scott
58 Quality Criteria in Educational Research: Is Beauty More Important Than Popularity?
433(10)
Terence Karran
59 Legitimation in Post-critical, Post-realist Times, or Whether Legitimation?
443(8)
Bronwyn Davies
60 Provocative/Provoking Legitimation
451(6)
Eve Tuck
61 Evolving Ethics of Educational Research
457(14)
Robin McTaggart
62 Ethics, Power and Intellectual Virtue: Doing Right in a Diversified Educational Research Environment
471(8)
David Bridges
Part V Representing Research in Education
63 Destabilizing Representation of Research in Education
479(10)
E. Paul Hart
64 Historical Trends and Contemporary Issues in Representing Research in Education
489(10)
John Schostak
65 Whose Research? Whose Reality? The Identity Politics of Education Science
499(4)
Georgina M. Stewart
66 Inscriptions in Educational Research
503(10)
Michael Roth
67 Visual Representations in Educational Research
513(4)
Lilian Pozzer-Ardenghi
68 The heART of Educational Inquiry: Deconstructing the Boundaries Between Research, Knowing and Representation
517(16)
Kathleen Nolan
69 Mapwork: Atlas Interrupted
533(6)
Wanda Hurren
70 Startling Stories: Fiction and Reality in Education Research
539(10)
Carl Leggo
Pauline Sameshima
71 Fictional Characters in Narrative Research Writing
549(6)
Natasha G. Wiebe
72 What if I Don't Get It Right?
555(4)
John J. Guiney Yallop
73 Representations 1.0, 2.0, 3.0
559(10)
Lisa Korteweg
74 Responding to Environmental Crises Through Multi-media Hypertextual Research Representation
569(6)
M.J. Barrett
75 The New Openness in Educational Research
575(8)
John Willinsky
76 How Open Publishing Tools Are Changing Research Representation: An Account of Early Open Journal System Users
583(4)
Mia Quint-Rapoport
77 Making Public Educational Research: Enabling Impact as Integral to the Educational Research Process
587(4)
Tirupalavanam G. Ganesh
Index 591
Alan D. Reid is an Associate Professor in the Faculty of Education, Monash University. He edits Environmental Education Research, and is a member of the Education, Environment and Sustainability Faculty Research Group. Until 2012, he worked at the Centre for Research in Education and the Environment, University of Bath, and is active in a range of environmental education research activities and networks, primarily in Europe, North America and Australasia. Alans research interests focus on teachers thinking and practice in environmental education, and traditions, capacities and issues in environmental education theory, research and practice.  

Paul Hart is Professor of Science and Environmental Education at the University of Regina and has been Visiting Professor at universities in Zurich, Bath, Durham and Monash. He has published widely in the field of environmental education, is Senior Editor of the Journal of Environmental Education, and Consulting Editor for several other journals. He has received many research awards and has served on the Grants Adjudication Committee for the Social Sciences and Humanities Research Council of Canada. Pauls current research interests are in the area of sociocultural learning and the construction of environmental identity. 

Michael A. Peters is Professor of Education at Waikato University, Emeritus Professor at the University of Illinois at Urbana-Champaign and Adjunct Professor in the School of Art, Royal Melbourne Institute of Technology (RMIT) and School of Foreign Studies, Guangzhou University. He is the executive editor of Educational Philosophy and Theory  and editor of two international ejournals, Policy Futures in Education and E-Learning and Digital Media. Michael is an internationally renowned scholar of education, philosophy and social policy, with over 60 books to his name. He has a strong research interests in distributed knowledge systems, digital scholarship andelearning systems and has acted as an advisor to government on these and related matters in Scotland, NZ, South Africa and the EU.