Furlong and Oancea's influential framework for assessing the products of applied and practice-based educational inquiry raises some important issues about the criteria by which research should be judged. They begin by outlining the current significance of the issue, and some of the uncertainties surrounding the definition of applied and…

In a previous article, Phil Hodkinson argued that there are currently attempts to impose a methodological orthodoxy on educational research, one that is empiricist in character and privileges quantitative method. While agreeing with much of what he says, I take issue with key elements of his argument. I suggest that he presents too rosy a picture…

States that production of systematic research findings has recently come to be treated as a priority in education. Examines assumptions about research and about reviewing that are built into the concept of systematic review. Gives attention to likely consequences of the priority given to this type of review. (BT)

Addresses some of the recent criticism aimed at educational research, its failure to provide a sound base for teaching or to generate a cumulative body of knowledge. Answers that there is always a dichotomy between research and application and argues that restrictions would only worsen the situation. (MJP)

Examines Peter Woods' argument for "phase two" ethnographic research which involves"leaps of (theoretical) imagination" and "hypothesis formation and testing." Concludes that current theories are not improved upon and that instead of further research, major reassessment and reconstruction of ethnographic practice must take place to facilitate the…

Replying to Woods' analysis of his original critique, Hammersley lists four points of disagreement: (1) what counts as theory development; (2) phases of theory development; (3) the nature of theory testing; and (4) whether theory development and testing is an achievable goal. (GEA)

Examines the impact that public examinations of students has upon teaching. The four-year study raises questions about the current assumption that public examinations cause fact-transmission teaching. Uses timings of teacher and pupil talk to examine teaching on a range of different types of courses. (GEA)

Notes that problems of measurement in educational research are often addressed by using the terms validity and reliability. Discusses the meaning given to these terms and how they relate to the aims of the measurement process in educational research. (RKM)

Critically assesses the methodology and conclusions of two British studies concerning gender imbalances in classroom participation. Finds the studies' generalizations too broad, and suggests that type of teacher attention would be more influential than quantity of attention, which these studies observed. Recommends a more cumulative development of…