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38:
Philosophy, Research, and Education
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38 - ReferencesAnderson, G. (1990). Fundamentals of educational research. New York: Falmer. Apple, M.W. (1979). Ideology and curriculum London: Rout ledge. (1975). Scientific interests and the nature of educational institutions. In W. Pinar. Curriculum theorizing: the reconceptualists. Berkeley, CA: McCutchan. Aronowitz, S. & Giroux, H.A. (1991). Postmodem education: politics, culture, and social criticism Minneapolis, MN: University of Minnesota Press. & (1985). Education and the crisis of public philosophy. In S. Aronowitz & H.A. Giroux, Education under siege. the conservative, liberal and radical debate over schooling. Boston, MA: Bergin & Garvey. Bernstein, RJ. (1978). The restructuring ofsocial andpolifical theory. Philadelphia, PA: University of Pennsylvania Press. Beyer, L.E. (1988). Schooling for the culture of democracy, In L.E. Beyer & M.W. Apple, The curriculum: problems, politics, & possibilities. Albany, NY: SUNY Press. (1986, Mar., Apr.). Beyond elitism and technicism: teacher education as practical philosophy. Journal of Teacher Education 37 (2). Bredo, E. & Feinberg, W. (1982). Knowledge and values ' in social and educational research. Philadelphia, PA: Temple University Press. Carr, W. & Kemmis, S. (1986). Becoming critical. education, knowledge, and action research. Philadelphia, PA: Falmer. Chenyholmes, C. (1988). Power and criticism: poststructural investigations in education. New York: Teachers College Press. Childs, I.L. (1950). Education and morals. New York: Wiley. Dewey, J. (1944). Democracy and education: an introduction to the philosophy of education. New York: Free Press. (1904/1964). The relation of theory to practice in educa tion. New York: Modem Library. Dobson, R.L., Dobson, J.E. & Koetting, J.R. (1985). Looking at, talking about, and living with children: reflections on the process of schooling. New York: University Press of America. Eisner, E.W. (1994). The educational imagination: on the design and evaluation of school programs, 3d ed. New York: Macmillan. (1991). The enlightened eye. qualitative inquiry and th enhancement of educationalpractice. New York: Macmillan Giarelli, J.M. & Chambliss, I.J. (1984). Philosophy of educa tion as qualitative inquiry. Journal of Thought 19 (2). Giroux, H.A. (1988). Teachers as intellectuals: toward a criti cal pedagogy of leaming. Boston, MA: Bergin & Garvey Greene, M. (1994). Epistemology and educational research the influence of recent approaches to knowledge. In L. Darling‑Hammond, ed. Review of research in education, Vol. 20. Washington, DC: AERA. (1978). Landscapes of meaning. New York: Teachers College Press. (1974). Teacher as stranger. educational philosophyfor the modem age. B elmont, CA: Wadsworth. Gutek, G.L. (1988). Philosophical and ideological perspectives on education. Englewood Cliffs, NJ: Prentice Hall. Habermas, J. (197 1). Knowledge and human interests. Boston, MA: Beacon. 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Paulo Freire: a cHtical encounter New York: Routledge. Morris, VC. & Young, Pai (1976). Philosophy and the American school. an introduction to the philosophy of education, 2d ed. Boston, MA: Houghton Mifflin. Muffoletto, R. & Knupfer, N.N., eds. (1993). Computers in education: social, political, and historical perspectives. Cresskill, NJ: Hampton. Nichols, R. & Allen‑Brown, V (1996). Critical theory and educational technology. Handbook of research on educational communications and technology. This volume. Ozmon, H. & Craver, S. (1995). Philosophicalfoundations of education, 5th ed. Westerville, OH: Merrill. Pinar, W.F., ed. (1988). Contemporary curriculum discourses. Scotsdale, AR: Gorsuch Scarisbrick. Popkewitz, T.S. (1984). Paradigm and ideology in educational research: the socialfunctions of the intellectual. New York: Falmer. Purpel, D.E. (1993). Educational discourse and global crisis: whaCs a teacher to do? In H. Shapiro & D.E. Purpel, eds. Critical social issues in American education: toward the 2 Ist century. New York: Longman. Robinson, R.S., ed. (1990). Journal of Thought 25 (1 & 2). Schroyer, T. (1973). The critique of domination. Boston, MA: Beacon. SchubeM W.H. (1991). Philosophical inquiry: the speculative essay. In E.C. Short, ed. Forms of curriculum inquiry. Albany, NY‑ SUNY Press. Sherman, R‑R., Webb, R.B. & Andrews, S.D., eds. (1994). Qualitative inquiry: an introduction. Jountal of Thought 19 (2). Short, E.C. ed. (1991). Forms of curriculum inquiry. Albany, NY: SUNY Press. Simon, R.I. (1992). Teaching against the grain: texts for a pedagogy ofpossibility. Boston, MA: Bergin & Garvey. Webb, L.D., Metha, A. & Jordan, K.F. (1992). Foundations of American education. Westerville, OH: Merrill. Wilson, J. (1969). Thinking with concepts. Cambridge, MA: Cambridge University Press. Winch, P. (1958). The idea of a social science and its relation to philosophy. London: Roudedge. Wingo, M. (1974). Philosophies of education: an introduction. Lexington, MA: Heath. Yeamart, A.R.J. & Hylinka, D. (1996). Postinodern and poststructuralist theory. This volume. , Koetting, J.R. & Nichols, R.G. (1994). Critical theory, cultural analysis, and the ethics of educational technology as social responsibility. Educational technology 34 (2). |
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AECT 877.677.AECT
(toll-free) |