Read the author's commentary for the Teachers College Record
here: http: //www.tcrecord.org/Content.asp?ContentID=15915
It is not an exaggeration to say that the field of education has
been under attack. Many, particularly in Washington, D.C., have
proclaimed the research to be shoddy. They have called for new
"scientific" standards for research. Randomized control trials have
been promoted. In many of these discussions, the only criterion is
making a more rational and scientific approach to education
research. Since the federal government plays a leadership role in
defining the terms of education debates, this critique is
important. It stands to radically reshape research and possibly
school priorities in the future.
The essays in this book take up this important topic. They offer
critical insight into how this debate came to flourish. Some of the
authors take issue with core assertions of the debate; other are
sympathetic. Taken together, they help to broaden and deepen our
understanding of the efforts to revamp the field of education
research and, ultimately education. The chapters also discuss the
factors that facilitate, and impede, research from having an impact
on policy.
Teaching and Learning Goals Include:
-- helps illuminate the relationship between education research
and policy
--critically examines key assumptions of federal legislation
particularly the call for scientific rigor in the No Child Left
Behind Legislation
--helps students understand the broader intellectual context of
this crisis in education
General
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