Bridging the Gap between Theory and Practice in Educational by Rachelle Winkle-Wagner, Cheryl A. Hunter, D. Hinderliter

By Rachelle Winkle-Wagner, Cheryl A. Hunter, D. Hinderliter Ortloff, Debora Hinderliter Ortloff

This e-book offers new methods of pondering academic techniques, utilizing quantitative and qualitative methodologies. Ultimately, it goals at increasing wisdom itself - changing the centre by means of permitting the margins to notify it - permitting it to be prolonged to incorporate these methods of realizing that experience traditionally been unexplored or missed.

Show description

Read or Download Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins PDF

Best educational philosophy books

Solving Education's Problems Effectively: A Guide to Using the Case Method

Wealthy in functional information regarding the historical past of yank schooling, fixing Education's difficulties successfully encourages readers to investigate, prioritize, and synthesize ancient info via utilising it to present occasions. utilizing greater than thirty case reports, Giordano indicates ideas to concerns that plague educators around the nation-from textbook caliber to gender, race, and faith biases.

Barriers to Learning: The Case for Integrated Mental Health Services in Schools

A key quandary for educators, directors, expert aid companies group of workers, mom and dad and coverage makers are limitations to studying, fairly pupil psychological health and wellbeing. information exhibit that as much as 20 percentage of kids and early life have psychological well-being matters and as much as eighty percentage don't obtain right intervention.

Why Care for Nature?: In Search of an Ethical Framework for Environmental Responsibility and Education

What's it that conjures up us people tot take accountability for our involvement with the common setting? and the way can we familiarise little ones with practices of environmental accountability? those questions are on the middle of this booklet, caused by a finished inquiry into the moral and politico-philosophical dimensions of environmental schooling.

Dewey and European Education: General Problems and Case Studies

Even though John Dewey's principles were of primary curiosity in Anglo-Saxon philosophy and heritage of schooling, it is just lately that related curiosity has built in continental Europe. Deweyan philosophy of schooling has needed to go through nationwide filters, which intended that it used to be got in nationwide contexts of reform.

Additional info for Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins

Sample text

This involves being cautious of reductionism and essentialism and asks us to pay attention to what Fraser (1997) has called both the politics of redistribution and the politics of recognition. This includes not only keeping theoretical, empirical, historical, and political traditions alive, but, very importantly, also extending and (supportively) criticizing them. And it also involves keeping alive the dreams, utopian visions, and “non-reformist reforms” that are so much a part of these radical traditions (Teitelbaum, 1993; Apple, 1995; Jacoby, 2005).

It seeks to change the way people think, the way they behave, to produce a more just and equitable relation between different people of the world. (7) and Postcolonialism . . is a general name for those insurgent knowledges that come from the subaltern, the dispossessed, and seek to change the terms under which we all live. (20) Of course, what Young says about postcolonialism is equally true about theories of globalization and about the entire tradition of critical educational scholarship and activism.

The methodology itself privileges particular questions and effectively limits the possibility of answering other related and important questions. The question of what works to effectively improve student outcomes is narrow and yields partial representations of education, schooling, and learning. Questions that seek answers to what constitutes important student learning, what works for whom, how do students experience these tested interventions, or are these interventions worth implementing at all costs cannot be answered through the use of randomized controlled trials, and they would therefore not be regarded as legitimate research questions in studies financed by federal funds.

Download PDF sample

Rated 5.00 of 5 – based on 16 votes