Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment

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Psychology Press, 2003 - Education - 296 pages
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This book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themsleves.

Teachers are now being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. The author, a leading proponent of qualitative research, argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils.

Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this book. Updated and revised for this new edition, it retains both its clarity and insistence on sound research practice.

Joe L. Kincheloe is Professor of Education at the City University of New York Graduate Center and Brooklyn College. he is the author and editor of many books on critical pedagogy and qualitative research in education.

Series Editor: Ivor F. Goodson.

 

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Contents

Positivistic Standards and the Bizarre
1
Teachers as Researchers Good Work
22
Constructing
48
Exploring Assumptions Behind Educational
71
What Constitutes Knowledge?
91
The Concept
110
The Quest for Certainty
141
Verifiability and the Concept of Rigor
159
The Value of the Qualitative Dimension
188
Values Objectivity and Ideology
206
References
255
Name Index
280
Subject Index
287
Copyright

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About the author (2003)

Joe Kincheloe is Professor of Education at the City University of New York Graduate Center and Brooklyn College.

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