Issues In Educational Research Research Articles

This issue: Qualitative Issues in Educational Research

This issue: Qualitative Issues in Educational Research

Ethnography in anthropology and its value for education

(1992). Ethnography in anthropology and its value for education. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 116-125.

Beyond theory and method: A case of critical storytelling

(1992). Beyond theory and method: A case of critical storytelling. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 142-146.

Displaying our lives: An argument against displaying our theories

(1992). Displaying our lives: An argument against displaying our theories. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 126-131.

Critical frames in educational research: Feminist and post‐structural perspectives

(1992). Critical frames in educational research: Feminist and post‐structural perspectives. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 87-99.

Issues and Trends in the Philosophy of Education

This essay! offers a perspective on the current stale of philosophy of education and its directions for the future. It begins with a review of recent debates on the "relevance " of philosophy of education and attendant changes in the role of the philosopher in schools of education; these have resulted in closer lines of collaboration with other areas of educational policy, research, and practice. The essay then reviews four areas of philosophical work in education which, the author suggests, hold promise for future investigation and collaboration: gender issues, methodological issues in educational research, issues in teacher cognition and critical perspectives on education and schooling.

Educational research, methodology, and measurement: an international handbook

The Methods of Educational Inquiry. General. Humanistic Research Methods. Scientific Research Methods. Critical Theory, Policy Research, and Evaluation. Issues in Educational Research. Research Methodology. Humanistic Analysis Procedures. Scientific Analysis Procedures. Measurement in Educational Research. Introduction to Measurement. Item Response Methods. Applications of Measurement in Research.

Research In Australian Music Education: A Review and Analysis

A review is made of the contents of the Australian Journal of Music Education from 1969, and of conferences in the early history of the Australian Society of Music Education. The categories of music education theses 1936–78 are described. A review of the research presentations is made from reports of the conferences of the Association of Music Education Lecturers. The paper identifies seminal summaries of music education research issues over a twenty-five-year period. It traces the lines of reported research, distinguishing standards for identification of research. It is concluded that although awareness of research issues has been consistently present amongst music educators in Australia, a lack of research orientation, together with inadequate planning and organisational structure has left the field to haphazard individualism. Proposals for current research priorities and procedures for their pursuit are made.

AERA and Peer Review: An Example of Government Liaison

spent considerable time addressing precisely these questions of our members. We concluded (a) that we have some very good reasons for our GPL activites, (b) that there are some ways we can improve those activities to meet our goals even better, and (c) that we on Council should do a better job of informing members about the reasons for and activities of GPL. In the last issue of Educational Researcher, Richard Shavelson addressed the goals and responsibilities of AERA in this area. In this article, I discuss a recent example of AERA's GPL activities on the issue

Performing poorly, performing well: a view of the self-regulatory consequences of confidence and doubt

A general approach to the self-regulation of behaviour is outlined, in which people's continued efforts are seen as being partly determined by their outcome expectancies. If difficulties are not encountered either before or during an act, behaviour proceeds smoothly. If, however, difficulties are anticipated or encountered, the person considers (momentarily or for a longer period) the likelihood of attaining the desired outcome. Behavioural responses to this assessment form a rough dichotomy. Confidence of successful goal attainment promotes continued effort, even if the task is frustrating or anxiety provoking. Sufficient doubt about successful goal attainment promotes an impulse to disengage from further effort. This impulse sometimes is expressed overtly, sometimes covertly as psychological or mental disengagement. This analysis has served as a basis for exploring the dynamics underlying test anxiety and other discrete problems in self-management. More recently it has been used to explore the nature of optimism and pessimism. The diversity of the domains to which the theoretical principles have been applied suggests that they may also be of use as an orientation toward issues in educational research.

COMMENTS ON A SURVEY OF TEACHERS’ ATTITUDES TO RELIGIOUS EDUCATION

(1969). COMMENTS ON A SURVEY OF TEACHERS’ ATTITUDES TO RELIGIOUS EDUCATION. Educational Research: Vol. 11, No. 3, pp. 235-237.