Becoming Critical: Education Knowledge and Action ResearchFirst published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science. |
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... objectives which , once agreed , allowed curriculum development to proceed . After instruction had taken place , educational measurement could be used to test whether the objectives had been attained ; if they were , the instruction was ...
... objectives which , once agreed , allowed curriculum development to proceed . After instruction had taken place , educational measurement could be used to test whether the objectives had been attained ; if they were , the instruction was ...
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... ( objectives - based ) technical view of curriculum . ( Tyler focused on the technology of curriculum while the British educational theorists focused on the theory from which its guiding principles could issue . ) The distinction between ...
... ( objectives - based ) technical view of curriculum . ( Tyler focused on the technology of curriculum while the British educational theorists focused on the theory from which its guiding principles could issue . ) The distinction between ...
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Other editions - View all
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Common terms and phrases
achieve activity actors aims approach to educational argued beliefs Chapter classroom collaborative commitment communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University dialectical discourse educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology evaluation example explanandum explanations Falmer framework Frankfurt School Geelong Habermas hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach involved Kegan Paul KEMMIS kind knowledge learning London means methods nature objective observations paradigm participants particular perspective philosophy Philosophy of Education philosophy of science phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society strategies structure task teachers teaching technical theoretical theorists theory and practice transform understandings and situations values view of educational