Titlebook: Bridging the Gap between Theory and Practice in Educational Research; Methods at the Margi Rachelle Winkle-Wagner (Assistant Professor of H

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On the Tasks of the Critical Educational Scholar/Activistre and power; about the relationship among the economic, political, and cultural spheres (see Apple and Weis, 1983); about the multiple and contradictory dynamics of power and social movements that make education such a site of conflict and struggle; and about what all this means for educational wor

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Making Sense of the Call for Scientifically Based Research in Educationidence of what works in education to policy makers, teachers, parents, researchers, and other consumers of research. This definition is now enacted and supported by a national and international review process (e.g., The Campbell Collaborative, The What Works Clearinghouse [WWC]) and by government fu

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Limits to Knowledge with Existential Significance: An Outline for the Exploration of Post-secular Spr understanding spirituality, and its relevance to social research. By a post-secular understanding of spirituality, I mean an understanding of what is broadly referred to as spiritual in the West, but which emphasizes . and their existential significance. I do not mean anything having to do with me

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Uncloaking Epistemologies through Methodologyon for the work of life … the whole course of scholastic instruction.” Another is “the process of ‘bringing up’ … with reference to social station, kind of manners, and habits acquired, calling, or employment” (n.p.). Taken together, these definitions have a formal sensibility about them, focusing a

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Researching Hispanic Undergraduates: Conceptual and Methodological Uneasesed on theoretical frameworks. These conceptualizations, however, have not gone without some degree of disparagement. At the center of this discussion is the argument that the underlying assumption among such research endeavors is the notion of a “one-model-fits-all.” Further, it is argued that thes