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Peer reviewedBartlett, Leo – British Educational Research Journal, 1991
Argues educational researchers must recognize the need for a dialectic between theory and method. Proposes a quasi-historical methodology based on a theory of social action. Suggests a means for understanding the meanings of actions. Outlines a schema for the interpretation of text and offers researchers a form of disciplined inquiry. (Author/NL)
Descriptors: Case Studies, Critical Thinking, Educational Research, Educational Researchers
