Module ERPM000 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ERPM000: The Nature of Educational Enquiry
This module descriptor refers to the 2021/2 academic year.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
General
Pring, R. (2015). Philosophy of educational research. 3rd edition online access. London/New York: Bloomsbury
Norwich, B. (2019) Thinking about the nature of educational research: going beyond superficial theoretical scripts. Review of Education, DOI: 10.1002/rev3.3182
Overview topics:
Issues in educational research :
Hammersley, M. (2003) Social research today: some dilemmas and distinctions. Qualititative Social Work, 2(1), 25-44.
Osberg, D.C. & Biesta, G.J.J. (2007). Beyond Presence: Epistemological and pedagogical implications of 'strong' emergence. Interchange 38 (1) 31-55.
Schwandt, T.A. (2011) The SAGE Dictionary of Qualitative Inquiry. Thousand Oaks. SAGE Publications.
Stenhouse, L. (1981) What Counts as Research? British Journal of Educational Studies, 29 (2) 103-114.
Symonds, J.E. and Gorard, S. (2010) death of mixed methods? Or the rebirth of research as a craft? Evaluation and research in Education, 23,2, 121-136.
Pragmatism
Alexander, H.A. (2006) A view from somewhere: explaining the paradigms of educational research. Journal of Philosophy of Education, 40, 2, 205-221
Morgan, D.L. (2014) Pragmatism as a Paradigm for Social Research. Qualitative Inquiry, Vol. 20(8) 1045–1053
Talisse R About pragmatism - listen to podcast from Philosophy Bites website
Critical realism
Scott, D. (2007) Resolving the qualitative-quantitative dilemma: a critical realist approach. International Journal of Research & Method in Education, 30 (1), pp. 3–17
Evidence-based practice
Biesta, G.J.J. (2007). Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory 57(1), 1-22.
Clegg, S. (2005) Evidence-based practice in educational research: a critical realist critique of systematic review British Journal of Sociology of Education, 26, 3,. 415–428.
Hammersley, M (2005) Is the evidence-based practice movement doing more good than harm?, Evidence and Policy, vol. 1, no. 1, 2005, pp1-16
MacLure,M. (2005) ‘Clarity bordering on stupidity’: where’s the quality in systematic review?, Journal of Education Policy, 20(4), 393-416.
Critical-emancipatory perspectives
Biesta, G (2010) A New Logic of Emancipation: The Methodology of Jacques Ranciere. Educational Theory 60, no.1: 39-59.
Carr, W (2007) Educational research as a practical science, International Journal of Research & Method in Education,30:3,271-286.
Reygan, Finn, & Dennis Francis (2015) Emotions and pedagogies of discomfort: Teachers’ responses to sexual and gender diversity in the Free State, South Africa, Education as Change, 19:1, 101-119.
Schostak J. & Schostak J. (2012) Writing Research critically. Developing the power to make a difference London and New York. Routledge.
Post-modern/post-structural approaches
Adams St. Pierre, Elizabeth (2013). The posts continue: becoming, International Journal of Qualitative Studies in Education, 26:6, 646-657.
Ball, S. (2013) Foucault, Power and Education. Abingdon: Routledge.