The importance of being thorough: On systematic accumulations of 'what works' in education research

Journal of Philosophy of Education 42 (s1):15-39 (2008)
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Abstract

This article outlines and appraises the considerable criticism of educational research, both in the United Kingdom and in North America, and shows how it has pointed to a narrowing of what counts as good or worthwhile research in the policy discourse. In particular, this involved prioritising research that purports to show clearly and unmistakably 'what works', and institutionalising this view of research in a range of centres that receive official approval. The article, though recognising the fruit of such centres, challenges the epistemological basis of such a narrowing of what counts as research, and, in doing so, analyses what is meant by evidence, the different kinds and strengths of evidence and the consequent need to democratise the search and appraisal of evidence in the constant refinement and criticism of the evidence.

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Citations of this work

Education(al) Research, Educational Policy-Making and Practice.Charles Clark - 2011 - Journal of Philosophy of Education 45 (1):37-57.
Education(al) Research, Educational Policy-Making and Practice.Charles Clark - 2011 - Journal of Philosophy of Education 45 (1):37-57.
The Future of Teacher Education.Alis Oancea & Janet Orchard - 2012 - Journal of Philosophy of Education 46 (4):574-588.
The Future of Teacher Education.Janet Orchard Alis Oancea - 2012 - Journal of Philosophy of Education 46 (4):574-588.

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References found in this work

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Language, truth and logic.Alfred Jules Ayer - 1936 - London,: V. Gollancz.
Experience and education.John Dewey - 1938 - West Lafayette, Ind.: Kappa Delta Pi.
Return to reason.Stephen Toulmin - 2001 - Cambridge, Mass.: Harvard University Press.

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