000 04311nam a2200433 i 4500
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007 cr un uuuua
008 191130s2009 ne sb 001 0 eng d
020 _a9789087908461
_q(electronic book)
020 _z9789087908454
_q(print)
024 7 _a10.1163/9789087908461
_2DOI
035 _a(OCoLC)1096223872
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB14.7
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a370.1
_223
245 0 0 _aEducation Science :
_ba Critical Perspectives /
_cEdited by Ralf St. Clair.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2009.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aTransgressions: Cultural Studies and Education ;
_v49
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material /
_rRalf St. Clair -- Institute of Education Sciences –Putting Science Back into Education Research /
_rLynn Okagaki , Elizabeth R. Albro and Jacquelyn A. Buckley -- Taking Stock of Educational Research and the Impact of the UK Teaching and Learning Research Program /
_rDonald Christie and Andrew Pollard -- An Uneasy Relationship? Teacher Education Research and Education Science /
_rIan Menter -- Systematic Reviews of Research on Educational Programs: Methodological and Substantive Issues /
_rRobert E. Slavin -- Randomized Controlled Trials in Education Research /
_rCarole J. Torgerson and David J. Torgerson -- The Future is Random – Why the RCT should often be The Method of Evaluation /
_rBen Styles -- What is Evidence for Evidence-Based Practice? /
_rMartyn Hammersley -- Scientism and Scientificity in the Rage for Accountability /
_rPatti Lather -- Meager Knowledge and Knowing Mess: “The Odor of Elephants after Rain” /
_rAlison Phipps -- To Infinity and Beyond: On the Social Surrounding Science /
_rRalf St. Clair -- Author Biographies /
_rRalf St. Clair -- Index /
_rRalf St. Clair.
520 _aEducational research is not what it was fifteen years ago. In this discipline the changes have been dramatic, far-reaching and rapid. Out of the criticisms of the 1990s and the calls for greater accountability of the early 2000s one idea has come to the fore—education science. There are two main components to education science. The first is the principle that research in education must model itself more closely on disciplines seen as highly credible and successful, mainly the natural sciences and medicine. The second part is that educators must build their practice upon the insights developed through this scientific research process. Overall, education science has the potential to change how we think about education, how we build knowledge about it, and how we know when it is successful. This volume brings together some of the most active proponents of education science and some of the most committed critics. Within it the idea of education science is explored in depth, randomized controlled trials (considered the “gold standard” of education science) are discussed in detail, and the philosophical difficulties of knowledge in education are explored. Established thinkers are brought alongside newly emerging analysts, and detailed accounts of the institutions driving education science are included. Each contribution is thoughtful and balanced, engaging with the issues of the field and how they might be addressed. As a body of work, this collection of essays provides a well-rounded, critical discussion of the potential—and the problems—of the education science movement.
588 _aDescription based on print version record.
650 0 _aEducation
_xStudy and teaching.
650 0 _aEducation.
700 1 _aClair, Ralf St.,
_eeditor.
776 0 8 _iPrint version:
_tEducation Science: Critical Perspectives,
_dLeiden Boston : Brill | Sense, 2009
_w9789087908454
830 0 _aTransgressions: Cultural Studies and Education ;
_v49.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789087908461
999 _c47924
_d47924