Karran, Terence
(2009)
Quality criteria in educational research: is beauty more important than popularity?
In: International Association for the Scientific Knowledge Teaching and Learning Conference: �Excellence and Quality: Timeless Challenges in Education�, 7th-9th December 2009, Vila Galé Hotel, Porto, Portugal.
Full content URL: http://www.iask-web.org/tl09/tl2009.html
| Quality Criteria in Educational Research: Is beauty more important than popularity? | | Invited Keynote Presentation, IASK Teaching and Learning Conference: “Excellence and Quality: Timeless Challenges in Education” Porto, 7th–9th December 2009 | | ![[img]](http://eprints.lincoln.ac.uk/style/images/fileicons/application_vnd.ms-powerpoint.png)
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| Item Type: | Conference or Workshop contribution (Keynote) |
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| Item Status: | Live Archive |
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Abstract
Presentation Contents:
HISTORICAL CONTEXT: The poor quality of educational research
THE DISCUSSION FRAMEWORK: Assessing Quality in Educational Research
CRITIQUES: Is assessing the quality of educational research possible or necessary?
During the past decade, as national governments more particularly in the USA and the UK have scrutinised more closely the cost effectiveness and impact of research funding within higher education, they have become critical of the overall quality of educational research, in terms of its scientific rigour, its utility for practitioners and the manner in which it is assessed. This paper addresses the reasons why the quality of educational research was questioned and then examines the discussion framework for assessing quality which emerged. Following from this, the merits of possible internal and external criteria for the worth of educational research are considered. The links between these criterial sets and the function and purpose of qualitative and quantitative approaches to educational research are considered. Finally the question of whether educational research is an art or a science is addressed.
RESEARCH: into education – are medical and economic models appropriate?
EDUCATION: Is it an art or a science (or what)?
| Additional Information: | Presentation Contents:
HISTORICAL CONTEXT: The poor quality of educational research
THE DISCUSSION FRAMEWORK: Assessing Quality in Educational Research
CRITIQUES: Is assessing the quality of educational research possible or necessary?
During the past decade, as national governments more particularly in the USA and the UK have scrutinised more closely the cost effectiveness and impact of research funding within higher education, they have become critical of the overall quality of educational research, in terms of its scientific rigour, its utility for practitioners and the manner in which it is assessed. This paper addresses the reasons why the quality of educational research was questioned and then examines the discussion framework for assessing quality which emerged. Following from this, the merits of possible internal and external criteria for the worth of educational research are considered. The links between these criterial sets and the function and purpose of qualitative and quantitative approaches to educational research are considered. Finally the question of whether educational research is an art or a science is addressed.
RESEARCH: into education – are medical and economic models appropriate?
EDUCATION: Is it an art or a science (or what)? |
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| Keywords: | education research quality, bmjlink |
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| Subjects: | X Education > X300 Academic studies in Education |
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| Divisions: | College of Social Science > School of Education |
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| Relationships: | | http://purl.org/dc/terms/references | http://eprints.lincoln.ac.uk/2991/ |
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| ID Code: | 2137 |
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| Deposited On: | 13 Jan 2010 12:09 |
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