Presents a prototypical case illustrating what positivist research means and argues that even critics of positivist research are logically committed to propositions that can be tested only through positivist research paradigms. The relationship between the nature of a community's research enterprise and its educational provisions must be causal.…

Educational researchers are not engaged in discovering mechanistic universal truths sought by positivists or tidy prescriptions about what works. Instead, they provide guidelines and interpretive material to liberate the teacher's intelligence so that the teacher can use whatever ability he or she can achieve. (SLD)

Comments on specific points raised by E. W. Eisner, F. Erickson, and T. S. Popkewitz. Argues that the author's previous article does not support methodological monism. It is an assertion that some version of educational trial (clinical trial metaphor) is required to evaluate the usefulness of educational research. (SLD)

Delineates, classifies, and examines some of the major criticisms directed at the "theory movement," which emphasized using the social sciences in theory development in the field of educational administration. Discusses criticisms in terms of three classifications: theory movement as a general phenomenon, its core ideas, and…

Outlines the positions of Comtean-type positivism, logical positivism, behaviorism, and empiricism. Holds that despite assertions to the contrary, educational theory, research, and practice still reflect aspects of positivist traditions. (GC)

Criticizes the previous article on positivism in educational thought by Denis Phillips. Takes issue with Phillips' assumption that, at the base of theoretical disputes and inquiry, there exists a final and absolute truth. (GC)

Replies to J. P. Smith III's (1997) and R. Prawat's (1997) criticism of problematizing mathematics. The basic notion of problematizing is clarified and differences in interpretation between the authors are identified. Hiebert et al. assert that, although the principle of problematizing mathematics has unresolved difficulties, it should still be…

Deciphers calls for clarity surrounding postmodern theory in education, examining Constas' 1998 article, "Deciphering Postmodern Educational Research." Highlights three problems with Constas' attempts to decipher postmodernism: attempts to enlighten postmodernism, lack of attention to the body of work on postmodernism and educational research, and…

Critiques an article about social factors in Piaget's conceptualization of intellectual development, which ignored the integral role that language played in Piaget's writings on intellectual development. Questions the appropriateness of discarding these linguistic elements and notes that the article did not show how Piaget's early ideas on the…

F. Schrag is preoccupied with enhancing education, but who decides what enhancement is? He has confused positivism with empiricism. Positivism is a specific philosophical movement that is associated with logical positivism. The empiricism that Schrag labels positivism preceded the philosophic traditions. (SLD)

Argues that a weak form of schema theory (a schema being an abstract set of expectations) gives the best account of the knowledge most people have about ordinary matters. Emphasizes that a person's culture is a principal determiner of what is already known and what can come to be known. (KH)

The "universal to unique" framework of educational psychology is intended to provide a balance between developmental psychology's holistic approach to learning theory and cognitive psychology's emphasis on individual differences. (Author/JCD)

If a researcher tells practitioners that they ought to do certain things, the practitioners in return ought to demand to inspect the researcher's line of argument and pay particular attention to the linking value premise or premises that must exist. (Author)

Explores two metaphors for learning, the acquisition metaphor and the participation metaphor. After a critical evaluation of the interpretations and applications of these metaphors, the question of theoretical unification of research on learning is addressed, stressing the dangers of too great a devotion to one single metaphor. (SLD)

The National Research Council proposes to improve student learning through its Strategic Education Research Program. With its focus on effective translation of research into practice, the proposal fails to acknowledge the public and professional value of research as a source of understanding, reflection, and action. Presents educational,…