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ERIC Number: EJ776779
Record Type: Journal
Publication Date: 2007-Nov
Pages: 14
Abstractor: Author
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1743-727X
An Anthropologist's Reflections on Defining Quality in Education Research
Tobin, Joseph
International Journal of Research & Method in Education, v30 n3 p325-338 Nov 2007
In the USA there is a contemporary discourse of crisis about the state of education and a parallel discourse that lays a large portion of the blame onto the poor quality of educational research. The solution offered is "scientific research." This article presents critiques of the core assumptions of the scientific research as secure argument. These assumptions include: a misleading metaphorical conflation of education and medicine; an equating of "scientific" with "empirical" or "rigorous"; a linear understanding of the relationship of research to practice; a parochialism that ignores research from other countries; a confusion of research quality with utility; and a naive belief in progress--"better living (and learning) through science." Ironically, science-based practice is put forth as the solution to what ails education in the USA in the absence of scientific evidence that such an approach to educational reform is effective.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A