By Rachelle Winkle-Wagner, Cheryl A. Hunter, D. Hinderliter Ortloff, Debora Hinderliter Ortloff
This e-book presents new methods of pondering academic strategies, utilizing quantitative and qualitative methodologies. Ultimately, it goals at increasing wisdom itself - changing the centre by way of permitting the margins to notify it - permitting it to be prolonged to incorporate these methods of figuring out that experience traditionally been unexplored or overlooked.
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Extra resources for Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins
Origins of Scientifically Based Research Another way to make sense of the scientifically based research movement is to consider its history and the context in which it reemerged in the last decade. One could say that this scientific research movement came about because of politicians’ frustration with the lack of consistent evidence on which to base policy decisions. Large-scale studies are expensive to conduct, and the scarcity of resources may partly explain why some researchers are turning to more theoretical rather than empirical work or are conducting smaller and more local studies.
B. DuBois, Carter Woodson, and so many others. Can we do any less? S. government has essentially defined scientifically based research by law (The No Child Left Behind Act, 2001) as the use of randomized controlled trials to provide solid evidence of what works in education to policy makers, teachers, parents, researchers, and other consumers of research. , The Institute of Education Sciences [IES]) as well as other funding agencies. Scientifically based research, so defined, has been placed at center stage since the creation in 2000 of the Campbell Collaborative, an international ‘‘non-profit organization that aims to help people make well-informed decisions about the effects of interventions in the social, behavioral, and educational arenas’’ with the aim ‘‘to prepare, maintain and disseminate systematic reviews of studies of interventions’’ using randomized controlled trials (The Campbell Collaboration, 2000).
The language of postcolonialism(s) (the plural is important), for example, has many uses. However, all too often it has become something of a “ceremonial slogan,” a word that is publicly offered so that the reader may recognize that the author is au courant in the latest linguistic forms. Its employment by an author here is largely part of the conversion strategies so well captured by Bourdieu in Distinction (1984) and Homo Academicus (1988). Linguistic and cultural capitals are performed publicly to gain mobility within the social field of the academy.