Understanding education and educational research:
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...
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2014
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| Schlagwörter: | |
| Links: | https://doi.org/10.1017/CBO9780511920714 https://doi.org/10.1017/CBO9780511920714 https://doi.org/10.1017/CBO9780511920714 https://doi.org/10.1017/CBO9780511920714 |
| Zusammenfassung: | 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 |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Umfang: | 1 online resource (vii, 221 pages) |
| ISBN: | 9780511920714 |
| DOI: | 10.1017/CBO9780511920714 |
Internformat
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| 245 | 1 | 0 | |a Understanding education and educational research |c Paul Smeyers, Richard Smith |
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| 505 | 8 | |a Machine generated contents note: Introduction; 1. Education and its research; 2. The nature of social science; 3. The idea of method; 4. The nature of philosophy; 5. The art of research; 6. Language, truth, and meaning; 7. On the dominant nature of educational research and its shortcomings; 8. Research, policy and practical reasoning; 9. The limits of measurement; 10. Parenting and government intervention in the family (case study I); 11. Researching happiness and well-being (case study II); 12. Philosophy and research | |
| 520 | |a 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 | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Philosophie | |
| 650 | 4 | |a Education research | |
| 650 | 4 | |a Education / Philosophy | |
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| 700 | 1 | |a Smith, Richard |e Sonstige |4 oth | |
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| 856 | 4 | 0 | |u https://doi.org/10.1017/CBO9780511920714 |x Verlag |z URL des Erstveröffentlichers |3 Volltext |
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Datensatz im Suchindex
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| author | Smeyers, Paul 1953- |
| author_facet | Smeyers, Paul 1953- |
| author_role | aut |
| author_sort | Smeyers, Paul 1953- |
| author_variant | p s ps |
| building | Verbundindex |
| bvnumber | BV043695657 |
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| contents | Machine generated contents note: Introduction; 1. Education and its research; 2. The nature of social science; 3. The idea of method; 4. The nature of philosophy; 5. The art of research; 6. Language, truth, and meaning; 7. On the dominant nature of educational research and its shortcomings; 8. Research, policy and practical reasoning; 9. The limits of measurement; 10. Parenting and government intervention in the family (case study I); 11. Researching happiness and well-being (case study II); 12. Philosophy and research |
| ctrlnum | (ZDB-20-CBO)CR9780511920714 (OCoLC)956329583 (DE-599)BVBBV043695657 |
| dewey-full | 370.72 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.72 |
| dewey-search | 370.72 |
| dewey-sort | 3370.72 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| doi_str_mv | 10.1017/CBO9780511920714 |
| format | Electronic eBook |
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| id | DE-604.BV043695657 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T17:42:51Z |
| institution | BVB |
| isbn | 9780511920714 |
| language | English |
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| physical | 1 online resource (vii, 221 pages) |
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| publishDate | 2014 |
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| publisher | Cambridge University Press |
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| spelling | Smeyers, Paul 1953- Verfasser aut Understanding education and educational research Paul Smeyers, Richard Smith Understanding Education & Educational Research Cambridge Cambridge University Press 2014 1 online resource (vii, 221 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 05 Oct 2015) Machine generated contents note: Introduction; 1. Education and its research; 2. The nature of social science; 3. The idea of method; 4. The nature of philosophy; 5. The art of research; 6. Language, truth, and meaning; 7. On the dominant nature of educational research and its shortcomings; 8. Research, policy and practical reasoning; 9. The limits of measurement; 10. Parenting and government intervention in the family (case study I); 11. Researching happiness and well-being (case study II); 12. Philosophy and research 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 Erziehung Philosophie Education research Education / Philosophy Pädagogik (DE-588)4044302-4 gnd rswk-swf Forschung (DE-588)4017894-8 gnd rswk-swf Pädagogik (DE-588)4044302-4 s Forschung (DE-588)4017894-8 s 1\p DE-604 Smith, Richard Sonstige oth Erscheint auch als Druckausgabe 978-1-107-00920-2 Erscheint auch als Druckausgabe 978-1-107-40161-7 https://doi.org/10.1017/CBO9780511920714 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Smeyers, Paul 1953- Understanding education and educational research Machine generated contents note: Introduction; 1. Education and its research; 2. The nature of social science; 3. The idea of method; 4. The nature of philosophy; 5. The art of research; 6. Language, truth, and meaning; 7. On the dominant nature of educational research and its shortcomings; 8. Research, policy and practical reasoning; 9. The limits of measurement; 10. Parenting and government intervention in the family (case study I); 11. Researching happiness and well-being (case study II); 12. Philosophy and research Erziehung Philosophie Education research Education / Philosophy Pädagogik (DE-588)4044302-4 gnd Forschung (DE-588)4017894-8 gnd |
| subject_GND | (DE-588)4044302-4 (DE-588)4017894-8 |
| title | Understanding education and educational research |
| title_alt | Understanding Education & Educational Research |
| title_auth | Understanding education and educational research |
| title_exact_search | Understanding education and educational research |
| title_full | Understanding education and educational research Paul Smeyers, Richard Smith |
| title_fullStr | Understanding education and educational research Paul Smeyers, Richard Smith |
| title_full_unstemmed | Understanding education and educational research Paul Smeyers, Richard Smith |
| title_short | Understanding education and educational research |
| title_sort | understanding education and educational research |
| topic | Erziehung Philosophie Education research Education / Philosophy Pädagogik (DE-588)4044302-4 gnd Forschung (DE-588)4017894-8 gnd |
| topic_facet | Erziehung Philosophie Education research Education / Philosophy Pädagogik Forschung |
| url | https://doi.org/10.1017/CBO9780511920714 |
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