9781402012266 - Closing Methodological Divides: Toward Democratic Educational Research: 11 (Philosophy and Education, 11) de Howe, K.R. (11 resultados)

Condición: New. pp. 172.

Condición: New. pp. 172 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Condición: New. pp. 172.

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Taschenbuch. Condición: Neu. Closing Methodological Divides | Toward Democratic Educational Research | K. R. Howe | Taschenbuch | x | Englisch | 2003 | Springer | EAN 9781402012266 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - The issues I treat in this book-qualitative versus quantitative methods, facts versus values, science versus politics, subjectivity versus objectivity, postm- ernism versus pragmatism, to name a few-are at the core of a lively, sometimes divisive, conversation that has been unfolding in the theory and practice of e- cational research for some time. These issues fall squarely within the province of philosophy, and thus philosophical investigation has an especially useful contribution to make. But these issues are by no means the exclusive province of philosophy; they are ones in which a diverse group of educational theorists have had a keen interest and about which they have had important things to say. The conversation I hope to join-and to move forward-is this broad and inclusive one. Philosophy of education is at its best when it dives headlong into the fray. The book borrows liberally from my previously published work, but is far from a simple compilation. The ideas developed in Chapter 7, 'On the Threat of Epistemological Bias,' are new. The ideas developed in Chapter 9, 'Toward Democratic Educational Research,' are a significant extension of the application of similar ideas to evaluation research. The ideas developed in Chapter 4, 'The Persistence of the Fact/Value Dogma,' are in a form and at a level of detail not published before. Finally, Chapter 1, 'Introduction and Overview,' weaves together my thinking on a large array of issues on educational research methodology that had only been loosely connected before.

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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book is unique in the sweep of issues it considers and the way it integrates them under one general philosophical perspective. Vital reading for philosophers of education, educational researchers and social science methodologists. 172 pp. Englisch.

Kartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book is unique in the sweep of issues it considers and the way it integrates them under one general philosophical perspective. Vital reading for philosophers of education, educational researchers and social science methodologists.|The issues I t.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The issues I treat in this book¿qualitative versus quantitative methods, facts versus values, science versus politics, subjectivity versus objectivity, postm- ernism versus pragmatism, to name a few¿are at the core of a lively, sometimes divisive, conversation that has been unfolding in the theory and practice of e- cational research for some time. These issues fall squarely within the province of philosophy, and thus philosophical investigation has an especially useful contribution to make. But these issues are by no means the exclusive province of philosophy; they are ones in which a diverse group of educational theorists have had a keen interest and about which they have had important things to say. The conversation I hope to join¿and to move forward¿is this broad and inclusive one. Philosophy of education is at its best when it dives headlong into the fray. The book borrows liberally from my previously published work, but is far from a simple compilation. The ideas developed in Chapter 7, ¿On the Threat of Epistemological Bias,¿ are new. The ideas developed in Chapter 9, ¿Toward Democratic Educational Research,¿ are a significant extension of the application of similar ideas to evaluation research. The ideas developed in Chapter 4, ¿The Persistence of the Fact/Value Dogma,¿ are in a form and at a level of detail not published before. Finally, Chapter 1, ¿Introduction and Overview,¿ weaves together my thinking on a large array of issues on educational research methodology that had only been loosely connected before.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 172 pp. Englisch.