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Educational research and its relationship with policy making and practice has been a perennial concern. This book deals with some basic and controversial questions about that issue, including:
- Can there be harmony in the relationship between researchers and educational policymakers or practitioners?
- Do increases in knowledge always lead to practical improvement, and never to undesirable consequences?
- Would educational research flourish if it were subjected to more central, and external, control?
- What is the role of research reviews in making the results of research publicly available?
Educational Research maps the demands now being made on educational research against the background complexities of the relationship between research and practice.
This book is for students on methodology courses, taught courses and research degrees in education, social science disciplines, social policy, and health studies, both at masters and doctoral level.
Research and Evidence-Based Practice in Education
An Assessment of David Hargreaves' Critique
Why Research into Practice Does Not Go
Some Questions about the Enlightenment Function of Educational and Social Inquiry
Research and Practice, Two Worlds for Ever at Odds? (written with Roger Gomm)
If the Social World Is How Qualitative Researchers Say It Is, What Impact Can Their Work Have on Policy Making and Practice?
Diversity or Control in Educational Research?
Varieties of Social Research
A Review of Reviews
Structure and Function in Reviews of Educational Research (written with Peter Foster)