By Martyn Hammersley

ISBN-10: 0761974199

ISBN-13: 9780761974192

ISBN-10: 0761974202

ISBN-13: 9780761974208

ISBN-10: 1847876455

ISBN-13: 9781847876454

Academic study and its dating with coverage making and perform has been a perennial main issue. This publication offers with a few easy and arguable questions on that factor, together with: - Can there be concord within the dating among researchers and academic policymakers or practitioners? - Do raises in wisdom regularly result in useful development, and not to bad outcomes? - might academic learn flourish if it have been subjected to extra important, and exterior, keep an eye on? - what's the function of study experiences in making the result of examine publicly to be had? academic learn maps the calls for now being made on academic examine opposed to the heritage complexities of the connection among examine and perform. This ebook is for college kids on method classes, taught classes and learn levels in schooling, social technology disciplines, social coverage, and overall healthiness stories, either at masters and doctoral point.

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Sample text

Nevertheless, to one degree or another, they shared a strong interpretation of ‘enlightenment’, whereby science – albeit conceived in different ways – can provide a comprehensive worldview that should govern practice; thereby realising, or at least facilitating movement towards, the ideal society. The watchword for all these thinkers was, therefore, the unity of theory and practice; and through them the strong interpretation of enlightenment has had considerable influence in twentieth-century social research, in the form of both positivist and Marxist or ‘critical’ traditions.

Differences and similarities between education and medicine Earlier, I discussed aspects of education which mark it off from medicine, in ways that challenge Hargreaves’ negative judgements about the relative success of educational research. Certainly, it seems likely that much medical research avoids some of the problems that face educational researchers, in particular those deriving from the peculiarities of the social world. Where it does not, I suggest, we find the same lack of cumulative evidence that Hargreaves bemoans in education (Edwards 1996:9).

Hargreaves does not provide or refer to any; nor is the claim plausible. This is partly because of the problems I discussed earlier relating to measurement and causal analysis. 23 Hargreaves seems to see the task of developing cumulative knowledge about the effectiveness of different pedagogical techniques as much more straightforward than it is. Here, as elsewhere, his reliance on the medical analogy is potentially misleading. Much medical research, while by no means easy or unproblematic, does not involve the distinctive problems associated with studying social phenomena.

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Educational Research, Policymaking and Practice by Martyn Hammersley


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