000			02989nam a22004098i 4500
001			CR9780511920714
005			20250919142049.0
006			m|||||o||d||||||||
007			cr||||||||||||
008			100921s2014||||enk o ||1 0|eng|d
020			_a9780511920714 (ebook)
020			_z9781107009202 (hardback)
020			_z9781107401617 (paperback)
040			_aUkCbUP _beng _erda _cUkCbUP
050	0	0	_aLB1028 _b.S528 2014
082	0	0	_a370.72 _223
100	1		_aSmeyers, Paul, _d1953- _eauthor.
245	1	0	_aUnderstanding education and educational research / _cPaul Smeyers, Richard Smith.
246	3		_aUnderstanding Education & Educational Research
264		1	_aCambridge : _bCambridge University Press, _c2014.
300			_a1 online resource (vii, 221 pages) : _bdigital, PDF file(s).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aTitle from publisher's bibliographic system (viewed on 05 Oct 2015).
505	8		_aMachine generated contents note: Introduction; 1. Education and its research; 2. The nature of social science; 3. The idea of method; 4. The nature of philosophy; 5. The art of research; 6. Language, truth, and meaning; 7. On the dominant nature of educational research and its shortcomings; 8. Research, policy and practical reasoning; 9. The limits of measurement; 10. Parenting and government intervention in the family (case study I); 11. Researching happiness and well-being (case study II); 12. Philosophy and research.
520			_aEducational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing educational improvements, as measured by standardised examination results, and to demonstrate'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themselves sometimes constitute such research.
650		0	_aEducation research.
650		0	_aEducation _xPhilosophy.
700	1		_aSmith, Richard _q(Richard D.), _eauthor.
776	0	8	_iPrint version: _z9781107009202
856	4	0	_uhttps://doi.org/10.1017/CBO9780511920714
907			_a.b16846977 _b2020-12-22 _c2020-12-22
942			_n0
998			_a1 _b2020-12-22 _cm _da _feng _genk _y0 _z.b16846977
999			_c652040 _d652040