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 including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments.
These dialogues address the specialized and technical aspects of conducting educational research, conceptualize the relationship between methodology and theory, and provide in-depth discussion of concerns including falsifiability, openness, interpretation and researcher judgement. Foregrounding the researchers’ first-hand experience and knowledge, this book will provide future and current researchers with a deeper comprehension of the place of theory in education research.
An illuminating resource for undergraduate and postgraduate researchers alike, Theory and Philosophy in Education Research confronts the intricate complexities of conducting education research in a highly engaging and accessible way.
|Publisher:||Taylor & Francis|
|Product dimensions:||6.25(w) x 9.25(h) x (d)|
About the Author
John Quay is a senior lecturer 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 a senior lecturer in the Faculty of Education at Deakin University, Australia.
Table of Contents
Acknowledgements Notes on contributors Foreword David Beckett Chapter 1 – Locating theory in research: Opening a conversation John Quay, Jennifer Bleazby, Steven A. Stolz, Maurizio Toscano & R. Scott Webster Chapter 2 – Theory as research: Philosophical work in education Peter Roberts Chapter 3 – Michael Apple on praxis, rhetoric and educational research: In dialogue with Jennifer Bleazby Jennifer Bleazby & Michael Apple Chapter 4 – Gert Biesta on thinking philosophically about education; thinking educationally about philosophy in education and educational research: In dialogue with Steven Stolz Steven A. Stolz & Gert J. J. Biesta Chapter 5 – Penny Enslin on liberal feminism, justice and education: In dialogue with Jennifer Bleazby Jennifer Bleazby & Penny Enslin Chapter 6 – John Hattie on interpretation, the story of research and the necessity of falsifiability: In dialogue with Maurizio Toscano Maurizio Toscano & John Hattie Chapter 7 – Nel Noddings on care theory and caring practice: In dialogue with John Quay John Quay & Nel Noddings Chapter 8 – Michael Peters on science, genealogy and openness in educational research: In dialogue with Steven Stolz Steven A. Stolz & Michael A. Peters Chapter 9 – Richard Pring on making research educational research: In dialogue with Scott Webster R. Scott Webster & Richard Pring Chapter 10 – Paul Smeyers and a perspective on educational research: In dialogue with Maurizio Toscano Maurizio Toscano & Paul Smeyers Chapter 11 – Becoming a good education researcher Lyn Yates