Hardback / gebonden
|
Engels
€ 125,50
- Vanaf €15,- geen verzendkosten.
- 30 dagen ruiltermijn voor fysieke producten
Omschrijving
The search for the validation of a particular paradigm of educational research is problematized by Nick Peim in the effort to identify a shift away from the hegemonic structure of the current empiricist paradigm under the rhetoric of an evidence-based goal. Shifting from a search for certainty in the form of standardized research protocols and the brute data that provide the paradigm its legitimacy requires intentional inquiry into the research project. Thinking in Education Research provides a foundation for this renewal and rethinking of research.
The search for the validation of a particular paradigm of educational research is problematized by Nick Peim in the effort to identify a shift away from the hegemonic structure of the current empiricist paradigm under the rhetoric of an evidence-based goal. Shifting from a search for certainty in the form of standardized research protocols and the brute data that provide the paradigm its legitimacy requires intentional inquiry into the research project. Thinking in Education Research provides a foundation for this renewal and rethinking of research.
Throw away your handbooks, abandon the well-trodden avenues of educational research, and give upon the idea that education must, before all else, be improved. This book is a rare invitation to think the unthinkable in educational research.
Nick Peim is Senior Lecturer in Education at the University of Birmingham, UK. He is the author of Critical Theory and the English Teacher (1993), and co-author of Introduction to Education Studies (2001) and Rethinking the Education Improvement Agenda (2011). He has taught for over ten years on research methods courses at the University of Birmingham, UK.
The search for the validation of a particular paradigm of educational research is problematized by Nick Peim in the effort to identify a shift away from the hegemonic structure of the current empiricist paradigm under the rhetoric of an evidence-based goal. Shifting from a search for certainty in the form of standardized research protocols and the brute data that provide the paradigm its legitimacy requires intentional inquiry into the research project. Thinking in Education Research provides a foundation for this renewal and rethinking of research.
Throw away your handbooks, abandon the well-trodden avenues of educational research, and give upon the idea that education must, before all else, be improved. This book is a rare invitation to think the unthinkable in educational research.
Nick Peim is Senior Lecturer in Education at the University of Birmingham, UK. He is the author of Critical Theory and the English Teacher (1993), and co-author of Introduction to Education Studies (2001) and Rethinking the Education Improvement Agenda (2011). He has taught for over ten years on research methods courses at the University of Birmingham, UK.