Thanks! Any advice on which part to start with?
Peg
_____
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Ana Marjanovic-Shane
Sent: Friday, July 22, 2005 9:48 PM
To: Xmca
Subject: [xmca] [Fwd: The Education Science Question: Educational
TheorySymposium]
Education Theory Symposium Online Now
In the August 2005 issue of Educational Theory (Volume 55, Issue 3), guest
editor Kenneth R. Howe asks
'What constitutes "scientific" educational research?'
The question of what constitutes "scientific" educational research has
gained considerable attention in the last several years. Its rise to
prominence has been motivated by the view that serious attention to
rendering educational research truly scientific is required if it is to
contribute to improved educational practices and outcomes. In contrast to
the enthusiasts, critics of the current push see the conceptions of
scientific educational research that have emerged as retrograde, aimed at
reinstating experimental-quantitative methods -- especially the randomized
or "true" experiment -- as the "gold standard" of educational science and,
in the process, rendering qualitative methods auxiliary and
epistemologically second-rate. In addition to the epistemological aspects of
the current conversation about research methods, there are also political
aspects. The most noteworthy is the federal government's forceful
insinuation of itself into the arena of research methodology, an arena in
which the community of educational researchers, like other scientific
communities, has historically enjoyed considerable autonomy.
Against this backdrop, the participants in this symposium were asked to
address two general issues with respect to the recent conversation: (1) its
fruitfulness in prompting advances in educational research methodology, and
(2) its political dimensions for good or ill (both explicit/intentional and
tacit/unwitting).
List of essays:
* The Education Science Question: A Symposium - Kenneth R. Howe
* Hammers and Saws for the Improvement of Educational Research -
Margaret Eisenhart
* Understanding the Other/Understanding Ourselves: Toward a
Constructive Dialogue about "Principles" in Educational Research - Pamela A.
Moss
* A Diagnostic Reading of Scientifically Based Research for Education
- Thomas A. Schwandt
* The Question of Education Science: Experimentism versus
Experimentalism - Kenneth R. Howe
Read this symposium in its entirety for free online at:
http://www.blackwell-synergy.com/toc/edth/55/3?promoid=USJul05
<http://www.blackwell-synergy.com/toc/edth/55/3?promoid>
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