A Diagnostic Reading of Scientifically Based Research for Education

Autor/in	Schwandt, Thomas A.
Titel	A Diagnostic Reading of Scientifically Based Research for Education
Quelle	In: Educational Theory, 55 (2005) 3, S.285-305 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2005.00004.x
Schlagwörter	Identification; Educational Practices; Educational Researchers; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Bildungspraxis; Erziehungswissenschaftler; Erziehungswissenschaftlerin
Abstract	This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science-based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science-based research movement for the entire enterprise of educational practice and research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public (not just the academic) conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10