This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science‐based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science‐based research movement for the entire enterprise of educational practice and (...) research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge. (shrink)

Choosing a research method can be bewildering. How can you be sure which methodology is appropriate, or whether your chosen combination of methods is consistent with the theoretical perspective you want to take? The Foundation of Social Research links methodology and theory with great clarity and precision, showing students and researchers how to navigate the maze of conflicting terminology. The major epistemological stances and theoretical perspectives that colour and shape current social research are detailed: positivism, constructionism, interpretivism, critical inquiry, feminism (...) and postmodernism. Crotty reveals the philosophical origins of these schools of inquiry and shows how various disciplines contribute to the practice of social research as it is known today. (shrink)