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Weaving Narrative Nets to Capture Classrooms blends theory and practice in considering qualitative research in education. This book seeks to find an appropriate balance between deep, thoughtful consideration of issues related to qualitative research in education - methods, stances and standards - and practical 'how to' advice for beginning researchers. The author uses a particular research study he has conducted as an example of the issues addressed and the decisions made in qualitative research. This study includes 'School Stories': a compelling, 56 page, research-based 'novel' of classroom life reflecting on a year in the life of a group of teachers and students. This book is of interest to graduate students and faculty in educational research. Teachers who are inquiring into their own educational beliefs and practices in disciplined ways, often as part of a graduate degree, and those who supervise and support them, will find valuable, practical advice on conducting and writing research. The book raises questions to be addressed and issues for reflection, rather than making prescriptions.

Education --- Education research. --- Research --- Methodology.

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ill.

Education--Research --- Onderwijsonderzoek --- Didactiek --- Praktijkonderzoek --- Onderwijsresearch --- Schoolontwikkeling --- Onderwijs en onderzoek --- Onderwijs; algemeen

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Researching Learning in Virtual Worlds covers a range of research undertaken in 3D virtual environments, looking at both the methods and results of the studies. This groundbreaking book is the first to specifically address research methods and related issues for education in virtual worlds. It opens with an accessible introduction to the book and to the subject, providing an ideal springboard for those who are new to research in this area. The subsequent ten chapters present work covering a range of research methodologies across a broad discipline base, making it essential reading for advanced undergraduate or postgraduate researchers working in education in virtual worlds, and engaging background material for researchers in similar and related disciplines. Many of the chapters in this book are extended papers from Researching Learning in Virtual Environments (ReLIVE08), an international conference hosted by the Open University UK. Authors of the best papers and presentations from the conference were invited to contribute to Researching Learning in Virtual Worlds.

Virtual reality in education -- Congresses. --- Virtual reality in education -- Research -- Congresses. --- Virtual reality in education. --- Virtual reality in education --- Education --- Theory & Practice of Education --- Social Sciences --- Research --- Computer science. --- User interfaces (Computer systems). --- Computer Science. --- User Interfaces and Human Computer Interaction. --- Informatics --- Science --- Interfaces, User (Computer systems) --- Human-machine systems --- Human-computer interaction --- Virtual reality in education - Congresses --- Virtual reality in education - Research - Congresses

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Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of ‘simplicity’, of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education’s core business and which does not destroy the local practical knowledge that on which good education is based? ‘Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.’ Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA ‘Once again, Depaepe and Smeyers succeeded in bringing together distinguished international and cross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can’t be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium This publication, as well as the ones that are mentioned on the preliminary pages of this work, were realized by the Research Community (FWO-Vlaanderen/Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.

Education. --- Educational Philosophy. --- Educational Policy and Politics. --- Education --- Philosophy. --- Philosophie --- Education -- Research -- Congresses. --- Education -- Research -- Statistics -- Congresses. --- Educational research. --- Educational statistics -- Congresses. --- Educational statistics. --- Educational statistics --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- Academic collection --- 37.012 --- Onderzoeksmethoden bij opvoeding en onderwijs --- utdanning --- pedagogisk forskning --- etikk --- estetikk --- statistikk --- filosofi --- sosiologi --- Pedagogiek en onderwijskunde --- Research --- Statistics --- fundamentele pedagogiek --- 37.012 Onderzoeksmethoden bij opvoeding en onderwijs --- fundamentele pedagogiek. --- Statistical methods. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Social sciences. --- Educational policy. --- ducation and state. --- Social Sciences. --- Methodology of the Social Sciences. --- Statistical methods --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Government policy --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Social sciences --- Methodology. --- Education—Philosophy. --- Education and state.

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This book focuses on the language of educational research as well as on the language of education. It conceives both as social practices and investigates how rhetoric plays a part in the complex process of historically situated argumentation. The book aims to answer such questions as: ‘What is the nature of the arguments and the kinds of sources one relies on?’ and ‘What kind of reasoning is offered to convince practitioners?’ Taking postmodern criticism seriously, the contributors argue that the scholar or researcher cannot indulge in relativism or be satisfied with a description of particular cases. Instead, theoreticians as well as practitioners have to engage in sound thinking and dialogue. The chapters in this volume highlight relevant characteristics of the language of educational research. In addition, attention is paid to the language of particular debates which figure prominently in the wider educational context, such as the language of goals, of parenting, citizenship and capability. ‘This collection of thirteen essays focuses on the language of proofs, argument and rhetoric in educational research in a range of thematically related original pieces that explore the topic and its applications: forms of historical reasoning, the place of rhetoric, educational formalism, the knowledge economy, argumentation, and the role of evidence, amongst others. It explores both the philosophical and methodological meta-issues as well as the important of specific and particular educational languages. The resulting volume is genuinely enlightening and deserves to be read widely by both academic and students within the field of education and across the social sciences.’ Michael A. Peters, Educational Policy Studies, The University of Illinois, USA ‘The contributions to this timely collection of essays place the ‘language’ of education at the centre of a discussion about the practice of educational research and reminds us - both the established and the new researcher - of the need to reflect not only on what we do as researchers and the conceptual tools, methods and sources we use, but also on how we capture in words our actions and conclusions.’ Ian Grosvenor, University of Birmingham, UK This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research.

Education -- Research. --- Education --- Education, Special Topics --- Theory & Practice of Education --- Social Sciences --- Research --- Education. --- Research. --- Pädagogik. --- Educational research --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Educational Philosophy. --- Educational Policy and Politics. --- Sociology of Education. --- Philosophy. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Aims and objectives --- Government policy --- Forschung. --- Pedagogiek en onderwijskunde --- fundamentele pedagogiek. --- Fundamentele pedagogiek. --- Education—Philosophy. --- Education and state.