Re: [xmca] [Fwd: The Education Science Question: Educational TheorySymposium]

From: Ana Marjanovic-Shane (ana@zmajcenter.org)
Date: Sat Jul 23 2005 - 11:45:52 PDT


I haven't checked it out yet.
Ana

Peg Griffin wrote:

> 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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