A Humanist's Guide to Interpreting Empirical Educational Research

2018 ◽  
Vol 27 (5) ◽  
pp. 5-6
Author(s):  
Katie Walsh
Keyword(s):  
Educational Research ◽  
Empirical Educational Research

Die kybernetische (Neu-)Ordnung

2020 ◽  
Vol 96 (1) ◽  
pp. 73-88
Author(s):  
Martin Karcher
Keyword(s):  
Educational Research ◽  
Research Governance ◽  
Critical Question ◽  
Central Thesis ◽  
Empirical Educational Research ◽  
Key Features

Abstract The New Cybernetic Order. Thoughts on the Cybernetic Governing of Education After an attempt to determine key features of cybernetics (Chapter 1) and the consideration of the conditions of the cybernetization of the present (Chapter 2) the article takes a closer look at three fields (Chapter 3): empirical educational research, governance and finally the cybernetic self. The three areas coincide in the critical question of the controllability of pedagogical processes and mutually condition and legitimise each other. The central thesis is that these fields are closely connected and that cybernetization of education entails a depoliticization (Chapter 4).

Education

2017 ◽  
Author(s):  
Emily Hannum ◽  
Yu Xie
Keyword(s):  
Educational Research ◽  
Educational Inequality ◽  
National Level ◽  
Modern Society ◽  
Core Concept ◽  
Neighborhood Poverty ◽  
Empirical Educational Research ◽  
Educational Literature ◽  
Interest In Research ◽  
The Impact

This article explores the correlation between poverty and education. Poverty has been a core concept of interest in research on educational inequality. However, the conceptualization of poverty in empirical educational research does not always, or even usually, conform to definitions and measures that are prevalent in the poverty literature. To further complicate matters, the educational literature subscribes to no uniform set of alternative conceptualizations. This article begins with a discussion of three important functions of education in almost every modern society: imparting knowledge, socializing children, and transmitting family advantage or disadvantage. It then considers the impact of poverty on education at the national level and how education is affected by community and neighborhood poverty as well as household poverty. It concludes with an assessment of the impact of education on poverty.

scholarly journals Contours of neoliberalism in US empirical educational research

2017 ◽  
Vol 47 (2) ◽  
pp. 195-216 ◽  
Author(s):  
Mardi Schmeichel ◽  
Ajay Sharma ◽  
Elizabeth Pittard
Keyword(s):  
Educational Research ◽  
Empirical Educational Research

Notes: Classifying Research Questions Addressed in Published Evaluation Studies

1994 ◽  
Vol 16 (2) ◽  
pp. 223-230
Author(s):  
Nick L. Smith ◽  
Prachee Mukherjee
Keyword(s):  
Educational Research ◽  
Evaluation Studies ◽  
Health Evaluation ◽  
Logical Operation ◽  
Empirical Educational Research ◽  
Question And Answer ◽  
Research Questions

All question and answer propositions from 25 education and 38 health evaluation studies published between 1976 and 1987 were categorized by means of a 29-category scheme reflecting the logical operation of the evaluation questions. Results of this analysis were compared with a prior classification of questions addressed in empirical educational research. The findings suggest how evaluators may be translating stakeholder concerns into empirical questions and the relationships between evaluation questions and choice of methods. Limitations of this form of analysis are also discussed.

Der Erzieher als Techniker, die Technologie der Pädagogik

2019 ◽  
Vol 95 (4) ◽  
pp. 467-483
Author(s):  
Heinz-Elmar Tenorth
Keyword(s):  
Educational Research ◽  
Educational Philosophy ◽  
Practical Knowledge ◽  
Basic Theory ◽  
Empirical Educational Research ◽  
History Of ◽  
The Subject ◽  
New Research ◽  
Sharp Rejection

Abstract The Educator as a Technician, the Technology of Pedagogy The article reconstructs the ambivalent history of dealing with the metaphor of technology between educational philosophy, practical knowledge of educationalists and empirical educational research. The sharp rejection of technology and a relatively unproblematic reflection and use of pedagogical technologies characterize the historical situation. The diagnosis of the simultaneity of technology deficit and technology verdict has redefined the subject and above all has shown that, despite new research, there is still no universally recognized understanding of the practices of education or clarity about the connection between knowledge, science and action in basic theory and educational philosophy. The metaphor codes fractions, but complicates the formation of theory.

Difference as a Contribution to Education Theory and Global Learning from a German Perspective: 'We should learn more about the cultures of foreign children'

2008 ◽  
Vol 1 (3) ◽  
pp. 5-22
Author(s):  
Gregor Lang-Wojtasik
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Educational Research ◽  
Foreign Students ◽  
World Society ◽  
Intercultural Education ◽  
Educational Science ◽  
Global Learning ◽  
Empirical Educational Research ◽  
Education Theory

This article begins by quoting students in a seminar on intercultural education in a German University. Moving from the perception of student teachers that they should learn more about the cultures of foreign students, the article explores understandings of difference from three perspectives. Firstly, difference is used as a construct to describe distinctions – in the practice of education and connected empirical educational research. Secondly, difference is used as a labelling of contrasts – with contrasts examined within the discourse of international and intercultural educational science. Finally, difference is used to denote a mark of differentiation – for education in world society. These three explorations of difference provide routes into a framework for understanding global learning and for outlining consequences for teacher education and research.

Sign in / Sign up

Export Citation Format

Share Document