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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
Attention for Chapter 72: What if I Don’t Get It Right?
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Chapter title
What if I Don’t Get It Right?
Chapter number 72
Book title
A Companion to Research in Education
Published by
Springer Netherlands, August 2013
DOI 10.1007/978-94-007-6809-3_72
Book ISBNs
978-9-40-076808-6, 978-9-40-076809-3
Authors

John J. Guiney Yallop

Editors

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