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Peer reviewed Peer reviewed
ERIC Number: EJ538535
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0267-1522
Choices in Conceptualizing Classroom-Anchored Research and Linking It to Policy/Practice To Improve Educational Quality in "Developing" Countries.
Ginsburg, Mark B.; And Others
Research Papers in Education: Policy and Practice, v11 n3 p239-54 Oct 1996
Discusses three scientific traditions (positivist, interpretivist, and critical) as they inform methodological and strategic choices within a USAID-funded "Improving Educational Quality" project in Ghana, Guatemala, and Mali, examining various challenges researchers face when they engage in classroom anchored research in connection with efforts to improve educational quality in developing countries. (SM)
Descriptors: Action Research, Classroom Research, Critical Theory, Developing Nations, Educational Change, Educational Improvement, Educational Quality, Elementary Secondary Education, Foreign Countries, Higher Education, Research and Development, Research Methodology, Theory Practice Relationship
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Critical Inquiry; Ghana; Guatemala; Interpretivist Research; Mali; Positivism; Teacher Researcher Relationship