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Educational Researcher | 5 |
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Journal Articles | 4 |
Opinion Papers | 3 |
Information Analyses | 2 |
Reports - Evaluative | 1 |
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Reicken, Henry W.; And Others – Educational Researcher, 1974
A list of major objectives, which are said to clarify the answers to the question why one should experiment is presented. Among those purposes cited are: hypothesis testing, development of social programs, development of comprehensive programs, and the evaluation of a concept or claim. (AM)
Descriptors: Experiments, Hypothesis Testing, Intervention, Investigations

Peshkin, Alan – Educational Researcher, 1993
Dismissing research that is not theory driven, hypothesis testing, or generalization producing does injustice to the variety of contributions that qualitative research can make. Studies conducted through qualitative approaches are reviewed to summarize the desirable outcomes that can result. No research model has a monopoly on quality. (SLD)
Descriptors: Data Interpretation, Educational Research, Evaluation Methods, Generalization

Schrag, Francis – Educational Researcher, 1992
Presents a prototypical case illustrating what positivist research means and argues that even critics of positivist research are logically committed to propositions that can be tested only through positivist research paradigms. The relationship between the nature of a community's research enterprise and its educational provisions must be causal.…
Descriptors: Control Groups, Educational Improvement, Educational Philosophy, Educational Research

Eisner, Elliot W. – Educational Researcher, 1992
Educational researchers are not engaged in discovering mechanistic universal truths sought by positivists or tidy prescriptions about what works. Instead, they provide guidelines and interpretive material to liberate the teacher's intelligence so that the teacher can use whatever ability he or she can achieve. (SLD)
Descriptors: Causal Models, Educational Improvement, Educational Philosophy, Educational Research

Schrag, Francis – Educational Researcher, 1992
Comments on specific points raised by E. W. Eisner, F. Erickson, and T. S. Popkewitz. Argues that the author's previous article does not support methodological monism. It is an assertion that some version of educational trial (clinical trial metaphor) is required to evaluate the usefulness of educational research. (SLD)
Descriptors: Educational Improvement, Educational Philosophy, Educational Research, Educational Theories