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A Companion to Research in Education

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Cover of 'A Companion to Research in Education'

Table of Contents

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    Book Overview
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    Chapter 1 Conceptualising Research in Education: Challenging Concepts and Conceptions
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    Chapter 2 Traditions of Inquiry in Education: Engaging the Paradigms of Educational Research
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    Chapter 3 Traditions of Inquiry: Should We Talk of Different Paradigms After All?
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    Chapter 4 The Discipline(s) of Educational Research
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    Chapter 5 Changing Scholarly Lives: Neoliberalism, Discipline(s) and Educational Research
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    Chapter 6 The Problem with ‘Disciplines’ of Educational Research
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    Chapter 7 The Pursuit of Truth(s) in Educational Research
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    Chapter 8 Providing a Space to Enable Alteration in Educational Research
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    Chapter 9 The Design(s) of Educational Research: Description and Interpretation
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    Chapter 10 Relativism, Research and Social Responsibility: Some Remarks Inspired by Smeyers, Wittgenstein and Lyotard
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    Chapter 11 “This Truth Truth That I Say to You, Well, You See It in Myself”: On Research As Education | As Philosophy | As a Way of Life
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    Chapter 12 On Incompetency and Care for the Self as Conditions for Educational Laboratories
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    Chapter 13 ‘Education Is the New Philosophy’, to Make a Metadisciplinary Claim for the Learning Sciences
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    Chapter 14 Education, Science and the Lifeworld: A Response to “Education Is the New Philosophy”
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    Chapter 15 Characterising Research in Education: Troubling Characteristics and Caricature
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    Chapter 16 A Guide for the Perplexed: Scientific Educational Research, Methodolatry, and the Gold Versus Platinum Standards
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    Chapter 17 Perplexing Times in Educational Research and the Prospects for a New Platinum Standard
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    Chapter 18 Educational Research as Science?
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    Chapter 19 Educational Research and the Light of Science
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    Chapter 20 Educational Research as Science? A Critical Question
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    Chapter 21 The Logic of Causal Investigations
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    Chapter 22 The Logic of Causal Investigations and the Rhetoric and Pragmatics of Research Planning
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    Chapter 23 Theory, Practice and the Philosophy of Educational Action Research in New Light
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    Chapter 24 Immanent Transcendence in Educational Research
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    Chapter 25 When Will I Be a Teacher?
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    Chapter 26 The Role of Meta-analysis in Educational Research
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    Chapter 27 Using Educational Research as a Resource for Continuous Improvement in Education: The Best Evidence Syntheses
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    Chapter 28 Framing and Analysing Educational Research: A Recent History of Transactions from a Foucauldian Perspective
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    Chapter 29 Using or Mobilizing Foucault? Choice Remarks on Eclecticism and Trends in Educational Research
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    Chapter 30 On Understanding Power and the Subject of Educational Research
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    Chapter 31 Contexts, Contextualism and Contextualizing Educational Research
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    Chapter 32 Dialectics of Race Criticality: Studies in Racial Stratification and Education
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    Chapter 33 What It Means To Be Critical: Beyond Rhetoric and Toward Action
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    Chapter 34 On Being “Race Critical”
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    Chapter 35 Untangling Theories and Hegemonic Projects in Researching Education and the Knowledge Economy
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    Chapter 36 The Knowledge Economy as Global Assemblage
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    Chapter 37 The Creativity Imperative: Implications for Education Research
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    Chapter 38 A Companion to Research in Education
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    Chapter 39 The More Things Change, the More They Stay the Same: Creativity as the Next Colonial Turn
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    Chapter 40 Education and the Creative Economy: Not Just a Question of Ends-in-View?
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    Chapter 41 Beyond the Giving and Taking of Accounts: Time, Space and the Social in Educational Research with Youth
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    Chapter 42 Temporality and Identity in Youth Research
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    Chapter 43 Towards Accountability and Responsibility: Meditations on Engaging the Uneven, Murky and Messy Path Towards Justice with Youth and Community
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    Chapter 44 Culture in International and Comparative Education Research: Conceptual and Methodological Issues
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    Chapter 45 Understanding International and Comparative Education Research
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    Chapter 46 Reducing the Research-Practice Gap Through Problem-Based Methodology
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    Chapter 47 Reflections on Problem-Based Methodology
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    Chapter 48 The Research-Practice Gap and How to Fill It
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    Chapter 49 Questions of Legitimacy and Quality in Educational Research
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    Chapter 50 Quality in Educational Research
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    Chapter 51 Questions of Quality in Educational Research
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    Chapter 52 Evidence Based Practice in Education: Between Science and Democracy
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    Chapter 53 Philosophy Is Not Enough: Inserting Methodology and Politics into the Space Between Science and Democracy
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    Chapter 54 The Politics of Legitimating Research
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    Chapter 55 The Politics of Legitimating Research: A Case with Commentary
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    Chapter 56 Course team fictions: living with the politics of legitimating research
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    Chapter 57 Criterial Judgements in Education: Knowledge and Research
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    Chapter 58 Quality Criteria in Educational Research: Is Beauty More Important Than Popularity?
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    Chapter 59 Legitimation in Post-critical, Post-realist Times, or Whether Legitimation?
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    Chapter 60 Provocative/Provoking Legitimation
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    Chapter 61 Evolving Ethics of Educational Research
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    Chapter 62 Ethics, Power and Intellectual Virtue: Doing Right in a Diversified Educational Research Environment
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    Chapter 63 Destabilizing Representation of Research in Education
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    Chapter 64 Historical Trends and Contemporary Issues in Representing Research in Education
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    Chapter 65 Whose Research? Whose Reality? The Identity Politics of Education Science
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    Chapter 66 Inscriptions in Educational Research
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    Chapter 67 Visual Representations in Educational Research
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    Chapter 68 The heART of Educational Inquiry: Deconstructing the Boundaries Between Research, Knowing and Representation
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    Chapter 69 Mapwork: Atlas Interrupted
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    Chapter 70 Startling Stories: Fiction and Reality in Education Research
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    Chapter 71 Fictional Characters in Narrative Research Writing
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    Chapter 72 What if I Don’t Get It Right?
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    Chapter 73 Representations 1.0, 2.0, 3.0
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    Chapter 74 Responding to Environmental Crises Through Multi-media Hypertextual Research Representation
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    Chapter 75 The New Openness in Educational Research
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    Chapter 76 How Open Publishing Tools Are Changing Research Representation: An Account of Early Open Journal System Users
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    Chapter 77 Making Public Educational Research: Enabling Impact as Integral to the Educational Research Process
Overall attention for this book and its chapters
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Mentioned by

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10 tweeters

Citations

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14 Dimensions

Readers on

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Title
A Companion to Research in Education
Published by
Springer Netherlands, January 2014
DOI 10.1007/978-94-007-6809-3
ISBNs
978-9-40-076808-6, 978-9-40-076809-3, 978-9-40-240193-6
Editors

Alan D. Reid, E. Paul Hart, Michael A. Peters

Twitter Demographics

The data shown below were collected from the profiles of 10 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 137 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 2 1%
France 1 <1%
South Africa 1 <1%
Portugal 1 <1%
Belgium 1 <1%
Mexico 1 <1%
Japan 1 <1%
Croatia 1 <1%
Unknown 128 93%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 30 22%
Student > Master 29 21%
Student > Doctoral Student 16 12%
Professor 10 7%
Researcher 7 5%
Other 29 21%
Unknown 16 12%
Readers by discipline Count As %
Social Sciences 63 46%
Arts and Humanities 17 12%
Philosophy 5 4%
Psychology 5 4%
Computer Science 5 4%
Other 22 16%
Unknown 20 15%