M. Pivovarova, Jeanne M. Powers, Gustavo E. Fischman
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引用次数: 4
摘要
2002年,美国国家研究委员会(NRC)发布了一份报告,阐述了其对教育研究的愿景(Eisenhart & Towne, 2003;Feuer et al., 2002),侧重于基于科学的研究方法。该报告的发布引发了广泛的争论,并被广泛理解为该领域长期存在的“范式战争”的一部分(Fischman & Tefera, 2014;Munoz-Najar Galvez等人,2019)。一些为该报告提出的标准辩护的学者,有些传统地对教育研究持否定态度,认为它“就像一个继子,在学术界的边缘勉强容忍,很少得到政策制定者、从业者或公众的信任”(Lagemann, 2000, p. x)。2002年至2008年期间担任教育科学研究所(Institute of education Sciences)有影响力的主任的格罗弗·怀特赫斯特(Grover Whitehurst)也提出了类似的观点,他声称,教育研究是一种教育研究
Moving Beyond the Paradigm Wars: Emergent Approaches for Education Research
I 2002, the National Research Council (NRC) released a report that articulated its vision about education research (Eisenhart & Towne, 2003; Feuer et al., 2002), which focused on scientifically based research methods. The release of the report was followed by an extensive debate and is broadly understood as part of the long-standing “paradigm war”1 in the field (Fischman & Tefera, 2014; Munoz-Najar Galvez et al., 2019). Some of the scholars defending the criteria advanced by the report had somewhat traditionally dismissive views of education research “as something of a stepchild, reluctantly tolerated at the margins of academe and rarely trusted by policy makers, practitioners, or members of the public at large” (Lagemann, 2000, p. x). A similar perspective was advanced by Grover Whitehurst, the influential director of the Institute of Education Sciences from 2002 to 2008, who claimed that the
期刊介绍:
Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.