Bücher der Reihe Educational Research

It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education.

Is educational research chasing the trends one can observe in big sciences, mimicking what happens, some would say successfully, elsewhere in academia? The question in the title of this edited collection took its inspiration from a verse by Goethe: Wer Großes will, muss sich zusammenraffen. In der Beschränkung zeigt sich erst der Meister. Such confinement or limitation that may show mastery does not characterize at all the present state of the educational research publication scene. Instead, there have never been more of such publications which follow each other with an increasing speed. It may therefore be interesting to delve into the reasons of this development that is characteristic of what is published in this field as in many or almost all fields of scholarly work. The chapters in this collection address aspects of the (re)presentation, dissemination and reception, and the production and acceleration of educational research. An international group of scholars, philosophers and historians of education, address questions such as 'Why publish?', 'The lust for academic fame', 'Why educational historiography is not an unnecessary luxury?', and 'Ways of knowing'. The twelve chapters are preceded by an introduction where issues of plurality and diversity in the study of education are at centre stage and followed by an Epilogue written by the Editors of the Springer Series Educational Research. Paul Smeyers and Marc Depaepe offer some final reflections after a journey of two decades that took them and the colleagues participating in the Research Community from 1999 till 2018 floating on the current of the Zeitgeist that carried the Discipline of Education. They claim finally that mastery in the study of education requires restraint.

The twelve chapters are preceded by an introduction where issues of plurality and diversity in the study of education are at centre stage and followed by an Epilogue written by the Editors of the Springer Series Educational Research.

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research.

This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them.

This book maps links between educational theory and research, and the geographical and physical spaces in which teaching is practiced. Traces the effects of 'space' on educational practice in the classroom, in institutions, and in the discipline of education.

This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them.

In this book distinguished philosophers and historians of education from six countries focus on the problematical nature of the search for 'what works' in educational contexts, in practice as well as in theory.

This book maps links between educational theory and research, and the geographical and physical spaces in which teaching is practiced. Traces the effects of 'space' on educational practice in the classroom, in institutions, and in the discipline of education.

The book explores factors that have made educational researchers dependent on statistics, and examines their use in such areas as the maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion.

This provocative book brings together social problems, philosophy and history of education in a unique way. The editors use 'Educationalization' to identify the trend toward thinking about education as the focal point for addressing larger human problems.

Challenging the hegemony of psychology as the interpretive paradigm for human relations, this book revisits such assumptions as psychology's image as scientific discipline, and offers a definition of childhood education that admits the value of the humanities.

This book focuses on the language of educational research as well as on the language of education. In addition, attention is paid to the language of particular debates which figure prominently in the wider educational context, such as the language of goals, of parenting, citizenship and capability.

In this book distinguished philosophers and historians of education from six countries focus on the problematical nature of the search for 'what works' in educational contexts, in practice as well as in theory.

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research.

The book discusses if funding is a factor in the shift of efforts of researchers from pure or basic research to more applied research, and if it encourages the development of large research teams, to the detriment of individual scholars.

The book discusses if funding is a factor in the shift of efforts of researchers from pure or basic research to more applied research, and if it encourages the development of large research teams, to the detriment of individual scholars.