How should educational research be contracted? And is there anything wrong with the way that public funding of educational research is currently administered? We endeavour to answer these questions by appeal to the work of two of the most prominent philosophers of science of the twentieth century, namely Popper and Kuhn. Although their normative…

This article is intended as a contribution to the debate on the epistemology of educational research. It is as much concerned with research as a social process as it is with the process of social research. The authors draw upon ways of walking, discussions of embodiment, place and materiality, and their analogues in relation to the processes of…

In engaging in research we draw upon and develop meanings and concepts that help to frame what we do, how we do it and the meaning we make of it. In the process of framing, we exclude other possibilities from our research practices. To do research, then, is to engage in the fashioning of conceptual boundaries. This article explores the dilemmas of…

Discusses the limitations of personal construct theory for research that investigates teachers' thinking. Argues that repertory grid studies, which are often a part of personal construct research, are inconsistent with personal construct theory. Outlines an approach more congruent with the personal construct method. (RKM)

This article feeds into debate about the feasibility and usefulness of educational experiments by discussing methodological issues arising out of a study which sought causal links between teaching and learning of one aspect of French as a foreign language. The study involved two small-scale experiments which tested a hypothesis regarding the…

Examines Peter Woods' argument for "phase two" ethnographic research which involves"leaps of (theoretical) imagination" and "hypothesis formation and testing." Concludes that current theories are not improved upon and that instead of further research, major reassessment and reconstruction of ethnographic practice must…

Replying to a critique of his "phase two" ethnographic research, Woods states that testing studies in the manner that Hammersley advocates would be inappropriate and counter-productive. More "phase two" work with reflection on existing material rather than investigation of new areas is recommended. Cautions against systematic…

Replying to Woods' analysis of his original critique, Hammersley lists four points of disagreement: (1) what counts as theory development; (2) phases of theory development; (3) the nature of theory testing; and (4) whether theory development and testing is an achievable goal. (GEA)

Examines the schism of values between qualitative and quantitative social science researchers. Focuses on some practical methodological issues which face researchers wishing to adopt a qualitative-interpretive approach. (JDH)

Recent years have witnessed the rapid rise of a new educational research orthodoxy in the UK and the USA. Central to that orthodoxy are the assumptions that method can ensure objectivity in research, and that more objective 'safe' research to inform practice is needed. But educational research is a field made up of overlapping communities of…

Notes that problems of measurement in educational research are often addressed by using the terms validity and reliability. Discusses the meaning given to these terms and how they relate to the aims of the measurement process in educational research. (RKM)

Considers some of the pros and cons of using group interviews in educational research. Illustrates some of these issues by examining a recent study in science education. (RKM)

Describes the increased acceptance of constructivism as a research paradigm in the social sciences and its applicability for interviewing in educational research. Notes major sources of this viewpoint and highlights a validity dilemma relative to the roles of interviewer and interviewee. Proposes the strategy of hierarchical focusing as a means to…

Offers a retrospective deconstruction of research compromises undertaken during "quick and dirty" contract evaluation. Identifies constraining changes in the nature of research contexts and develops a positive view of methodological developments, that might create "transgressive validity." Considers notions of "hybridity" in research methodology…

Responds to Barry Hutchinson's views of Active Tutoring Work. Says Hutchinson's assumption that teachers are not policy makers is in error. Discusses problems in the teacher-researcher, action research model. Challenges the notion that Hutchinson's research impedes communication between teachers and researchers. (NL)