Truth or consequences? Reflections on the theory movement and its aftermath in education

New Foundations for Knowledge in Educational Administration, Policy, and Politics: Science and Sensationalism

Volumn , Issue , 2013, Pages 53-70

  Rowan, Brian ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84905779105     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203053911     Document Type: Chapter

References (35)

1. Allington, R. L., & Woodside-Jiron, H. (1998, Spring). Decodable text in beginning reading: Are mandates and policy based on research? ERS Spectrum, Spring, 3-11.
2. Cohen, D. K., & Ball, D. L. (2000). Instruction and innovation: Reconsidering the story. Consortium for Policy Research in Education, Study of Instructional Improvement. Ann Arbor: University of Michigan.
3. Cohen, D. K., & Hill, H K. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
4. Cohen, D. K., & Spillane, J. P. (1992). Policy and practice: The relations between governance and instruction. Review of Research in Education, 18 1-49.
5. Cooper, H. (1996). Speaking power to truth: Reflections of an educational researcher after 4 years of school board service. Educational Researcher, 25(1), 29-34.
6. Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
7. Culbertson, J. (1983). Theory in educational administration: Echoes from critical thinkers. Educational Researcher, 12(10), 15-22.
8. Eisner, E. (1979). The educational imagination. New York: Macmillan.
9. Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56.
10. Finn, C. E. (1988). What ails education research. Educational Researcher, 17(1), 5-8.
11. Firestone, W. A., & Herriot, R. E. (1983). The formalization of qualitative research: An adaptation of soft science to the policy world. Evaluation Review, 7, 437-466.
12. Foorman, B. R., Fletcher, J. M., Francis, D.J., & Schatschneider, C. (2000). Response: Misrepresentation of research by researchers. Educational Researcher, 29(6), 27-37.
13. Gage, N. (1996). Confronting counsels of despair for the behavioral sciences. Educational Researcher, 25(3), 5-12, 22.
14. Gage, N. L., & Needels, M. C. (1989). Process-product research on teaching: A review of the criticisms. Elementary School Journal, 89, 253-300.
15. Goldman, A. (2001). Social epistemology. In Stanford encyclopedia of philosophy Retrieved October 22, 2004, from http://plato.stanford.edu/entries/epistemology-social
16. Greenfield, T. B. (1975). Theory about organization: A new perspective and its implication for schools. In M. Hughes (Ed.), Administering education: International challenge (pp. 71-99). London: Athlone Press.
17. Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation. San Francisco: Jossey-Bass.
18. Guthrie, J. W. (1990). Education R&D's lament (and what to do about it). Educational Researcher, 19(2), 26-34.
19. Kaestle, C. F. (1993). The awful reputation of education research. Educational Researcher 22(1), 23-31.
20. Kessels, J. P. A., & Korthagen, F. A. J. (1996). The relationship between theory and practice: Back to the classics. Educational Researcher, 25(3), 17-23.
21. Kitcher, P. (2001). Science, truth, and democracy. New York: Oxford University Press.
22. Kitcher, P. (2002). The third way: Reflections on Helen Longino's The Fate of Knowledge. Philosophy of Science, 69, 549-559.
23. Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
24. Ladwig, J. G. (1996). Academic distinctions: Theory and methodology in the sociology of school knowledge. London: Routledge.
25. Liston, D. (1988). Capitalist schools: Explanations and ethics in radical studies of schooling. London: Routledge.
26. Longino, H. E. (2002a). The fate of knowledge. Princeton, NJ: Princeton University Press.
27. Longino, H. E. (2002b). Science and the common good: Thoughts on Philip Kitcher's Science, Truth, and Democracy. Philosophy of Science, 69, 560-568.
28. Mathes, P. G., & Torgeson, J. K. (2000). A call for equity in reading instruction for all students: A response to Allington and Woodside-Jiron. Educational Researcher, 29(6), 4-16.
29. Miles, M. W., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.
30. Peshkin, A. (2000). The nature of interpretation in qualitative research. Educational Researcher, 29(9), 5-10.
31. Phillips, D. C. (1983). After the wake: Postpositivistic educational thought. Educational Researcher, 12(5), 4-12.
32. Shavelson, R., & Towne, L. (Eds.). (2002). Scientific research in education. Washington, DC: National Academies Press.
33. Siegel, H. (1982). Relativism refuted. Educational Philosophy and Theory, 14(2), 47-50.
34. Taylor, B. M., Anderson, R. C., Au, K. H., & Raphael, T. E. (2000). Discretion in the translation of research to policy: A case from beginning reading. Educational Researcher, 29(6), 16-25.
35. Tilly, C. (1984). Big structures, large processes, and huge comparisons. New York: Russell Sage.