Conceptualising research in education

challenging concepts and conceptions

3-12

Traditions of inquiry in education

engaging the paradigms of educational research

Hanan A. Alexander

13-25

Traditions of inquiry

should we talk of different paradigms after all?

Richard Pring

27-30

The discipline(s) of educational research

David Bridges

31-39

Changing scholarly lives

neoliberalism, discipline(s) and educational research

Peter Roberts

41-45

The problem with "disciplines" of educational research

Hugh Lauder

47-50

The pursuit of truth(s) in educational research

Stefan Ramaekers

51-60

Providing a space to enable alteration in educational research

Stijn Mus

61-66

The design(s) of educational research

description and interpretation

Paul Smeyers

67-76

Relativism, research and social responsibility

some remarks inspired by Smeyers, Wittgenstein and Lyotard

Andrew Stables

77-81

"this truth that i say to you, well, you see it in myself"

on research as education | as philosophy | as a way of life

Maarten Simons

83-95

On incompetency and care for the self as conditions for educational laboratories

Joris Vlieghe

97-100

"education is the new philosophy", to make a metadisciplinary claim for the learning sciences

Mary Kalantzis, Bill Cope

101-115

Education, science and the lifeworld

a response to "education is the new philosophy"

Norm Friesen

117-120

Characterising research in education

troubling characteristics and caricature

123-128

A guide for the perplexed

scientific educational research, methodolatry, and the gold versus platinum standards

D. C. Phillips

129-139

Perplexing times in educational research and the prospects for a new platinum standard

Jānis Ozoliņš

141-143

Educational research as science?

Darrell P. Rowbottom

145-153

Educational research and the light of science

Richard Smith

155-158

Educational research as science? a critical question

Sarah Aiston

159-162

The logic of causal investigations

Michael Scriven

163-171

The logic of causal investigations and the rhetoric and pragmatics of research planning

Melvin M. Mark

173-175

Theory, practice and the philosophy of educational action research in new light

Marianna Papastephanou

177-187

Immanent transcendence in educational research

Olav Eikeland

189-192

When will I be a teacher?

Paul Gibbs

193-195

The role of meta-analysis in educational research

John Hattie, H. Jane Rogers, Hariharan Swaminathan

197-207

Using educational research as a resource for continuous improvement in education

the best evidence syntheses

Adrienne Alton-Lee

209-213

Framing and analysing educational research

a recent history of transactions from a foucauldian perspective

Mark Olssen

215-228

Using or mobilizing Foucault?

choice remarks on eclecticism and trends in educational research

Andreas Fejes

229-232

On understanding power and the subject of educational research

Naomi Hodgson

233-235

Contexts, contextualism and contextualizing educational research

Michael A. Peters

239-246

Dialectics of race criticality

studies in racial stratification and education

Zeus Leonardo

247-257

What it means to be critical

beyond rhetoric and toward action

Gloria Ladson-Billings

259-261

On being "race critical"

Michael W. Apple

263-265

Untangling theories and hegemonic projects in researching education and the knowledge economy

Susan L. Robertson

267-276

The knowledge economy as global assemblage

Jane Kenway

277-280

The creativity imperative

implications for education research

Cushla Kapitzke, Stephen Hay

281-287

Reimagining creativity

critically, ethically, and practically

Phil Graham

289-292

The more things change, the more they stay the same

creativity as the next colonial turn

Karen L. Martin

293-296

Education and the creative economy

not just a question of ends-in-view?

Justin O'Connor

297-300

Beyond the giving and taking of accounts

time, space and the social in educational research with youth

Marcia McKenzie

301-310

Temporality and identity in youth research

Julie McLeod

311-313

Towards accountability and responsibility

meditations on engaging the uneven, murky and messy path towards justice with youth and community

David Stovall

315-317

Culture in international and comparative education research

conceptual and methodological issues

Mark MASON

319-331

Understanding international and comparative education research

Mark Bray

333-339

Reducing the research-practice gap through problem-based methodology

341-352