Böcker i Educational Research-serien

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.

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.

What can we learn from a teacher's journal about working with challenging youth? Why does the Training Room Program in German schools impede the development of an empowering learning culture? What experiences transpire during a train trip to the sea with an unruly crew of school boys? Or: what happens when children plan a trip on their own? Anyone who has accumulated experiences in teaching faces creative choices when putting that legacy to paper. The author chose to use this selection of studies to illustrate formative and inspirational moments from his years as a dedicated teacher and father.

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

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 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.

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.

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

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.

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.