The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments.
The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments.
John Quay is an associate professor in the Graduate School of Education at the University of Melbourne, Australia. Jennifer Bleazby is a lecturer in the Faculty of Education at Monash University, Australia. Steven A. Stolz is a senior lecturer in the School of Education at La Trobe University, Australia. Maurizio Toscano is a lecturer in the Graduate School of Education at the University of Melbourne, Australia. R. Scott Webster is an associate professor in the Faculty of Education at Deakin University, Australia.
Inhaltsangabe
Acknowledgements Notes on contributors Foreword David Beckett Chapter 1 - Locating theory in research: Opening a conversation Chapter 2 - Theory as research: Philosophical work in education Chapter 3 - Michael Apple on praxis, rhetoric and educational research: In dialogue with Jennifer Bleazby Chapter 4 - Gert Biesta on thinking philosophically about education; thinking educationally about philosophy in education and educational research: In dialogue with Steven Stolz Chapter 5 - Penny Enslin on liberal feminism, justice and education: In dialogue with Jennifer Bleazby Chapter 6 - John Hattie on interpretation, the story of research and the necessity of falsifiability: In dialogue with Maurizio Toscano Chapter 7 - Nel Noddings on care theory and caring practice: In dialogue with John Quay Chapter 8 - Michael Peters on science, genealogy and openness in educational research: In dialogue with Steven Stolz Chapter 9 - Richard Pring on making research educational research: In dialogue with Scott Webster Chapter 10 - Paul Smeyers and a perspective on educational research: In dialogue with Maurizio Toscano Chapter 11 - Becoming a good education researcher
Acknowledgements Notes on contributors Foreword David Beckett Chapter 1 - Locating theory in research: Opening a conversation Chapter 2 - Theory as research: Philosophical work in education Chapter 3 - Michael Apple on praxis, rhetoric and educational research: In dialogue with Jennifer Bleazby Chapter 4 - Gert Biesta on thinking philosophically about education; thinking educationally about philosophy in education and educational research: In dialogue with Steven Stolz Chapter 5 - Penny Enslin on liberal feminism, justice and education: In dialogue with Jennifer Bleazby Chapter 6 - John Hattie on interpretation, the story of research and the necessity of falsifiability: In dialogue with Maurizio Toscano Chapter 7 - Nel Noddings on care theory and caring practice: In dialogue with John Quay Chapter 8 - Michael Peters on science, genealogy and openness in educational research: In dialogue with Steven Stolz Chapter 9 - Richard Pring on making research educational research: In dialogue with Scott Webster Chapter 10 - Paul Smeyers and a perspective on educational research: In dialogue with Maurizio Toscano Chapter 11 - Becoming a good education researcher
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