A guide for the perplexed: Scientific educational research, methodolatry, and the gold versus platinum standards

Educational Research Review

Volumn 1, Issue 1, 2006, Pages 15-26

  Phillips, D C ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

Gold standard; NRC report; Randomized field trials; Scientific educational research

Indexed keywords

EID: 33745485802     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2006.01.003     Document Type: Article

References (39)

1. Achinstein P. The book of evidence (2001), Oxford University Press, Oxford
2. Booth W., Colomb G., and Williams J. The craft of research. 2nd ed. (2003), University of Chicago Press, Chicago
3. Boruch R., de Moya D., and Snyder B. The importance of randomized field trials in education and related areas. In: Mosteller F., and Boruch R. (Eds). Evidence matters (2002), Brookings Institution Press, Washington, D.C. 50-79
4. Bryk A., Lee V., and Holland P. Catholic schools and the common good. (1993), Harvard University Press, Cambridge, MA
5. Carr D. Making sense of education (2003), Routledge-Falmer, London and New York
6. Cronbach L. Beyond the two disciplines of scientific psychology. American Psychologist 30 2 (1975) 116-127
7. Dewey J. Logic: The theory of inquiry (1938/1966), Holt, Rinehart and Winston, New York
8. Educational Researcher (2002). Theme issue on scientific research in education. 31(8), 3-29.
9. Educational Theory (2005). The education science question: A symposium. 55(3), 235-322.
10. Eisenhart M., and DeHaan R. Doctoral preparation of scientifically based education researchers. Educational Researcher 34 4 (2005) 3-13
11. Eisenhart M., and Towne L. Contestation and change in national policy on 'scientifically based' education research. Educational Researcher 32 7 (2003) 31-38
12. Elster J. Nuts and bolts for the social sciences (1989), Cambridge University Press, Cambridge
13. Fay B. Contemporary philosophy of social science (1996), Blackwell, Oxford
14. Feuer M., Towne L., and Shavelson R. Scientific culture and educational research. Educational Researcher 31 8 (2002) 4-14
15. Flyvbjerg B. Making social science matter (2001), Cambridge University Press, Cambridge
16. Goldman A. Argumentation and social epistemology. The Journal of Philosophy 91 1 (1994) 27-49
17. Hargreaves D. In defence of research for evidence-based teaching. British Educational Research Journal 23 4 (1997) 405-419
18. Heath S.B. Ways with words: Language, life and work in communities and classrooms (1983), Cambridge University Press, New York
19. Kaplan A. The conduct of inquiry (1964), Chandler, Scranton, PA
20. Kuhn T. The structure of scientific revolutions (1970), University of Chicago Press, Chicago
21. Labaree D. Educational researchers: Living with a lesser form of knowledge. Educational Researcher 27 8 (1998) 4-12
22. Lather P. This IS your father's paradigm: Government intrusion and the case of qualitative research in education. Qualitative Inquiry 10 1 (2004) 15-34
23. Levitt S., and Dubner S. Freakonomics (2005), William Morrow, New York
24. Lyotard J.-F. The postmodern condition: A report on knowledge (1984), Manchester University Press, Manchester
25. Michaels D. Doubt is their product. Scientific American 292 6 (2005) 96-101
26. In: Mosteller F., and Boruch R. (Eds). Evidence matters (2002), Brookings Institution Press, Washington, DC
27. National Research Council (2002). Scientific research in education. Washington, DC: National Academies Press.
28. National Research Council (2005). Advancing scientific research in education. Washington, DC: National Academies Press.
29. In: Nelson J., Megill A., and McCloskey D. (Eds). The rhetoric of the human sciences (1987), University of Wisconsin Press, Madison, WI
30. Olssen M. The school as the microscope of conduction: Doing Foucauldian research in education. In: Marshall J. (Ed). Poststructuralism, philosophy, pedagogy (2004), Kluwer, Dordrecht, The Netherlands 57-84
31. Phillips D. The expanded social scientist's bestiary (2000), Rowman and Littlefield, Lanham, MD
32. Phillips D. The contested nature of empirical educational research (and why philosophy of education offers little help). Journal of Philosophy of Education 39 4 (2005) 1-21
33. Phillips D. Muddying the waters: The many purposes of educational inquiry. In: Conrad C., and Serlin R. (Eds). SAGE handbook for research in education: Engaging ideas and enriching inquiry (2005), SAGE, Thousand Oaks, CA 7-21
34. Phillips D., and Burbules N. Postpositivism and educational research (2000), Rowman and Littlefield, Lanham, MD
35. Qualitative Inquiry (2004). Symposium on scientific educational research. 10(1), 5-129.
36. Shulman L. Seek simplicity ... and distrust it. Education Week 24 39 (2005, June 8) 36-48
37. St. Pierre E.I. "Science" rejects postmodernism. Educational Researcher 31 8 (2002) 25-27
38. Teachers College Record (2005). A symposium on the implications of the scientific research in education report for qualitative inquiry. 107(1), 1-58.
39. Toulmin S. The uses of argument (2003), Cambridge University Press, Cambridge