{"title":"好的、流行的和坏的:“理论”在教育研究中的不同应用","authors":"Sindhu Mathai","doi":"10.1177/09731849211000180","DOIUrl":null,"url":null,"abstract":"‘Theory’ may refer to a system of ideas, principles or frameworks which are overarching, and serve as an anchor to understand and generalise about particular instances and experiences. It also provides conceptual and analytical frameworks which govern the ways in which questions are asked, the research methodologies and methods we choose, as well as writing practices. While the ‘doing of research’ often takes precedence over foregrounding our theoretical underpinnings, it is meaningful to understand where our ideas come from, whether current or past, and how these considerations contribute to what we deem ‘research worthy’. Often researchers explicitly refer to theory in the form of a conceptual framework at the time of devising research questions. However, it is also instructive to think about the whole process of research inquiry as necessarily involving theory of some kind. Assumptions in the research process are implicit. They draw from the canons of disciplines—their preferred methods, conventions and writing styles. As novice researchers, enculturated into these ways of thinking, it is difficult to shift the frame to other ways of thinking, doing and writing. Often the doing of research takes precedence over examining our philosophical leanings. Dominant","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211000180","citationCount":"0","resultStr":"{\"title\":\"The Good, the Popular and the Bad: Different Shades of ‘Theory’ Use in Educational Research\",\"authors\":\"Sindhu Mathai\",\"doi\":\"10.1177/09731849211000180\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"‘Theory’ may refer to a system of ideas, principles or frameworks which are overarching, and serve as an anchor to understand and generalise about particular instances and experiences. It also provides conceptual and analytical frameworks which govern the ways in which questions are asked, the research methodologies and methods we choose, as well as writing practices. While the ‘doing of research’ often takes precedence over foregrounding our theoretical underpinnings, it is meaningful to understand where our ideas come from, whether current or past, and how these considerations contribute to what we deem ‘research worthy’. Often researchers explicitly refer to theory in the form of a conceptual framework at the time of devising research questions. However, it is also instructive to think about the whole process of research inquiry as necessarily involving theory of some kind. Assumptions in the research process are implicit. They draw from the canons of disciplines—their preferred methods, conventions and writing styles. As novice researchers, enculturated into these ways of thinking, it is difficult to shift the frame to other ways of thinking, doing and writing. Often the doing of research takes precedence over examining our philosophical leanings. Dominant\",\"PeriodicalId\":37486,\"journal\":{\"name\":\"Contemporary Education Dialogue\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-03-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/09731849211000180\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Education Dialogue\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/09731849211000180\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Education Dialogue","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/09731849211000180","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
The Good, the Popular and the Bad: Different Shades of ‘Theory’ Use in Educational Research
‘Theory’ may refer to a system of ideas, principles or frameworks which are overarching, and serve as an anchor to understand and generalise about particular instances and experiences. It also provides conceptual and analytical frameworks which govern the ways in which questions are asked, the research methodologies and methods we choose, as well as writing practices. While the ‘doing of research’ often takes precedence over foregrounding our theoretical underpinnings, it is meaningful to understand where our ideas come from, whether current or past, and how these considerations contribute to what we deem ‘research worthy’. Often researchers explicitly refer to theory in the form of a conceptual framework at the time of devising research questions. However, it is also instructive to think about the whole process of research inquiry as necessarily involving theory of some kind. Assumptions in the research process are implicit. They draw from the canons of disciplines—their preferred methods, conventions and writing styles. As novice researchers, enculturated into these ways of thinking, it is difficult to shift the frame to other ways of thinking, doing and writing. Often the doing of research takes precedence over examining our philosophical leanings. Dominant
期刊介绍:
Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.