By Lyn Yates
This publication explains the debates round schooling learn: Is it top of the range? Is it clinical adequate? Is it helpful? It exhibits how learn in schooling needs to meet assorted calls for in other places, instances, and prerequisites. An integral better half to textbooks on learn method, and a transparent and provocative argument in regards to the banalities and messiness within which academic researchers needs to function.
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Extra info for What does Good Education Research Look Like? (Conducting Educational Research)
Sample text
Will our current desperate attempts to discover ‘what works’ to raise standardized test scores in the short run have analogous effects on our children and teachers in school . .? (Erickson and Gutierrez 2002: 23) Some use medical research to justify only experimental laboratory work or randomized clinical trials; others point to the way medicine itself has been impacted on by movements that bring in more complicated criteria, theories and forms of research to take account of doctor–patient relationships in new ways: for example, from the women’s movement, from consumer rights, from cross-disciplinary developments in psychology, from studies of minorities and power.
Efficiency and small government rather than education spending were the dominant discourses. After some period of this and some unexpected losses by parties that had most successfully run with this platform, the discourse has changed. In more recent elections, politicians compete to show how much they care about education, including how much they are prepared to spend on it. In an election campaign in 2003, one party began with material promising that certain Some beginnings and debates 29 of its proposed education reforms would be ‘cost neutral’ but removed this part of the boast from its election material as the campaign progressed6.
Feuer et al. are clear that scientific education research is not to be read as being the only legitimate form of education research: ‘we do not intend to minimize the significance of humanistic, historic, philosophical and other non-scientific forms of study in education’ (Feuer et al. 2002: 5). But there is an ongoing slippage in how both the specialists and the broader community react if important bodies decide that only certain methodologies will be considered ‘scientific’ or ‘valid’. Context and timeliness as issues in education debates Examining recent debates about the quality of education research draws us into issues about the scope of the field, the questions and audiences (or courts of appeal) that are considered important, and about what analogies and types of arguments carry weight for whatever reason.
