| 書目名稱 | Critical Perspectives on the Organization and Improvement of Schooling | | 編輯 | Kenneth A. Sirotnik,Jeannie Oakes | | 視頻video | http://file.papertrans.cn/241/240077/240077.mp4 | | 叢書名稱 | Evaluation in Education and Human Services | | 圖書封面 |  | | 描述 | Major "paradigm shifts"-replacing one "world view" with another- regarding what constitutes appropriate knowledge do not happen over- night. Centuries usually intervene in the process. Even minor shifts- admitting alternative world views into the domain of legitimate knowledge- producing theory and practice-require decades of controversy, especially, it seems to us, in the field of education. It has only been in the last 20 years or so that the educational research community has begun to accept the "scientific" credibility of the qualitative approaches to inquiry such as participant observation, case study, ethnogra- phy, and the like. In fact, these methods, with their long and distinguished philosophical traditions in phenomenology, have really only come into their own within the last decade. The critical perspective on generating and evaluating knowledge and practice-what this book is mostly about-is in many ways a radical depar- ture from both the more traditional quantitative and qualitative perspec- tives. The traditional approaches, in fact, are far more similar to one another than they are to the critical perspective. This is the case, in our view, for one crucial reason: B | | 出版日期 | Book 1986 | | 關鍵詞 | critical theory; education; educational research; evaluation; ideology; knowledge; organization; organizati | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-009-4229-5 | | isbn_softcover | 978-94-010-8377-5 | | isbn_ebook | 978-94-009-4229-5 | | copyright | Kluwer · Nijhoff Publishing, Boston 1986 |
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