Explicit versions of positivism were cast off some time ago in philosophy, but a tacit form continues to thrive in education research, exemplified by the "new scientific orthodoxy" codified in the National Research Council's "Scientific Research in Education" (2002) and reinforced in the American Educational Research Association's "Standards for…

This paper presents the author's response to commentaries by Eric Bredo, R. Burke Johnson, and Linda Tillman on his article "Positivist Dogmas, Rhetoric, and the Education Science Question." Each of the commentaries goes beyond merely characterizing and assessing the author's analysis to also suggest an alternative emphasis, if not an alternative…

Compares the postmodernists' and transformationists' versions of interpretivism, in relation to epistemology, politics, and the ontology of the self. Sides with the transformationists and concludes that the differences between the two are overdrawn. (MMU)

In educational research, rigid distinctions between the relative merits of quantitative research often rest on positivistic dogma. In contrast, post-positivistic thought eliminates the intractable problem engendered by positivistic epistemology of a forced choice between value-laden and value-free research methods. (KH)

Employs a pragmatic philosophical perspective to argue that there is no incompatibility at either the level of practice or that of epistemology between qualitative and quantitative methods of educational research. (FMW)

Discusses the original rationale for special exemptions from formal ethical oversight for educational research and examines varieties of qualitative educational research consistent with it. Formal ethical oversight of student-research practice is also discussed. Policies are offered to determine which variety should qualify for special exemptions.…

Discusses the problem of educational testing that results in differential educational opportunities for the disadvantaged. It critically examines the proposition that there may be ways to justify the decisions made on the basis of differential test performance that are consistent with the requirements of equality. (GLR)