Epistemological Threads in the Fabric of Pedagogical Research

Autor/inn/en	Chambliss, Marylin J.; Alexander, Patricia A.; Price, Jeremy N.
Titel	Epistemological Threads in the Fabric of Pedagogical Research
Quelle	In: Teachers College Record, 114 (2012) 4, (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Epistemology; Educational Research; Teacher Effectiveness; Elementary School Teachers; Grade 4; Grade 5; Elementary School Students; Reading Achievement; Mathematics Achievement; Reading Instruction; Mathematics Instruction + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseunterricht; Mathematics lessons; Mathematikunterricht
Abstract	Context: Over the past 15 years, a philosophical renaissance has emerged within the educational research literature, raising conundrums about the nature of knowledge and how to acquire it. To date, such philosophical conundrums have not been directly posed in relation to pedagogical research, particularly our understanding of what constitutes quality in teaching. Purpose: Our purpose in writing this article is to focus a philosophical lens on quality teaching in general, and the High-Quality Teaching (HQT) study in particular, an examination of what teachers do to help fourth- and fifth-grade students succeed in reading and mathematics. Our intent is to demonstrate how such philosophical scrutiny can lead to a fuller understanding of high-quality teaching in its varied manifestations. Research Design: This article is an analytical essay. We first identify multiple philosophical threads (epistemological perspectives on knowledge) that can be used to characterize education broadly, and teaching specifically. We next demonstrate how these epistemological perspectives have informed our understandings of quality teaching, the nature of mathematics and reading education, and the use of different research paradigms to investigate teaching and learning. Finally, we apply these epistemological threads to the HQT study retrospectively, highlighting how identifying them helps us better understand our own work and the effects of the decisions that we made. Conclusions: Our philosophical scrutiny leads us to conclude that efforts to engage in meaningful and informative research on teachers and teaching would be enhanced if the epistemological threads of such research were explicit and valued components in the conceptualization, design, implementation, and interpretation of research results. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10