ERIC Number: EJ883344
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 12
"Comments on Howe": The Never-Ending Education Science Debate--I'm Ready to Move on
Tillman, Linda C.
Educational Researcher, v38 n6 p458-462 2009
The usefulness of positivist traditions in education research has been debated for some time, and there continue to be various epistemological and methodological camps regarding the question of what constitutes "good" or "real" research. The importance of educating all children necessitates that we think about what are the most effective and most appropriate methods for investigating specific problems, including methods that are outside positivist traditions. The author of this response to Howe (2009) addresses Howe's critique of the education science question, points out what is missing in Howe's critique, and considers the implications for conducting research that is critical to the education of all children, particularly those who traditionally have been underrepresented and underserved in the U.S. public education system.
Descriptors: Research Methodology, Public Education, Educational Research, African Americans, Principals, Leadership, Epistemology, Social Science Research, Mentors, Models, Scientific Research
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A