Realism and Educational Research: New Perspectives and Possibilities / Edition 1

by David Scott

Overview

Although the literature of social research covers a vast range of material, there has been little on the role of social theory in educational research. In this respect, David Scott's book covers an important gap in the market, as it focuses on the centrality of social theory in a variety of empirical projects. The volume covers a range of conceptual and theoretical discussions and subsequently applies these concepts to our analysis of empirical studies. As a consequence, it is a volume that deserves to be read widely by students and researchers alike.

Product Details

ISBN-13:	9780750709194
Publisher:	Taylor & Francis
Publication date:	04/13/2000
Series:	Social Research and Educational Studies , #21
Pages:	174
Product dimensions:	6.12(w) x 9.19(h) x (d)

About the Author

David Scott is a senior lecturer in curriculum at the Open University and the editor of The Curriculum Journal. He has previously worked in the field of educational research at the universities of Warwick, Southampton and London. He has edited Understanding Educational Research with Robin Usher published by Routledge and is currently writing a book on educational literacy to be published by Falmer Press.

Table of Contents

1.Introduction; Part One: Theorising Educational Research 2.The Contested Nature of Educational Research 3. Educational Knowledge 4.Mathematical Modelling 5.Theory into Practice; Part Two: Disciplinary Knowledge 6.School Effectiveness Research 7.Education Policy 8.Biography and Autobiography 9.Researching ‘Race' and ‘Ethnicity' 10.Post-modernism 11.End-piece: Changing Knowledge of Relatively Unchanging Entities

Editorial Reviews

'... David Scott's recent book on Realism and Educational Research is to be applauded ...Scott should be commended for beginning the urgent and necessary task of bringing realism and educational research to each other's attention. - Karl Maton, Journal of Critical Reasoning

From the Publisher

Scott (curriculum, Open U., England) critiques traditional perspectives on knowledge and educational research and proposes what he calls a realist framework as an alternative. Issues addressed include objectivity, the theory-practice relationship, and mathematical modelling. The second part examines a series of controversial debates which have taken place in the field of education on such themes as school effectiveness, race, and postmodernism. Power issues in education settings are reviewed, with reference to the research community itself. Discussion also covers how educational research is now being technicized and educational researchers are being made accountable using evaluative methods which trivialize and distort their findings. Intended for educational researchers, students, and educational policy makers. Distributed by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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