Nicholas C. Burbules – författare

Visar alla böcker från författaren Nicholas C. Burbules. Handla med fri frakt och snabb leverans.

22 produkter

Kategorier

22 produkter

Globalization and Education
Critical Perspectives
AvNicholas C. Burbules,Carlos Alberto Torres
Häftad, Engelska, 2000
729 kr
Skickas inom 10-15 vardagar
In Globalization and Education: Critical Perspectives , an outstanding group of international contributors explore the increasingly important dimensions of globalization as it affects educational policy and practice in nation-states around the world. Changing conditions in a globalized world-including travel, international media, transnational capitalism, and the role of global organizations and institutions-all have profound implications for the formation and implementation of education policy. Addressing such issues as feminism, multiculturalism, and new technology, this collection of original essays will broaden the context in which educational policy decisions are viewed. Contributors: Michael W. Apple, Jill Blackmore, Nicholas C. Burbules, Juan Ramón Capella, Luiza Cortesão, Greg Dimitriadis, Patrick Fitzsimmons, Douglas Kellner, Bob Lingard, Allan Luke, Carmen Luke, James Marshall, Cameron McCarthy, Raymond A. Morrow, Michael Peters, Thomas S. Popkewitz, Fazal Rizvi, Stephen R. Stoer, and Carlos Alberto Torres.
Pragmatism and Educational Research
AvGert J. J. Biesta,Nicholas C. Burbules
E-bok
Engelska, 2004
470 kr
Läs direkt efter köp
This volume offers an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. Pragmatism and Educational Research focuses primarily on the work of John Dewey, and examines the relationship between pragmatism and educational research both in relation to research methodology and to a pragmatic educational theory. Biesta and Burbules provide examples of characteristic research questions and research methods and approaches, as informed by a pragmatist outlook. Further, they argue that the major benefit of a pragmatic approach to educational research lies in the possibility of promoting intelligent and reflective action by educational practitioners.
Del 249 - Counterpoints
Learning in Places
The Informal Education Reader
AvZvi Bekerman,Nicholas C. Burbulesm. fl.
Häftad, Engelska, 2006
395 kr
Skickas inom 5-8 vardagar
Learning in Places is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes – in museums, workplaces, classrooms, places of recreation – in a variety of political, social and cultural contexts around the world. Learning in Places presents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced.
Poststructuralism and Educational Research
AvMichael A. Peters,Nicholas C. Burbules
Inbunden, Engelska, 2004
1 364 kr
Skickas inom 10-15 vardagar
Poststructuralism, and its implications for something called "postmodernism," is a major topic of discussion in social theory and research generally, including educational research. The works of the major authors in this tradition (Foucault, Lyotard, Cixous, Derrida, Haraway, to name a few) are challenging and difficult. Yet more and more theorists and researchers in educational scholarship use this term to describe their work. What does poststructuralism mean for these authors, and what significance does it have for educational inquiry?This book takes on these central questions and explores the impact of poststructuralism in language that makes the basic issues at stake accessible for a broad readership. Michael Peters and Nicholas C. Burbules highlight the implications of a poststructuralist stance for the conception of the research subject and examine its standards of validity and methods of investigation. They also lay out the distinguishing characteristics of this approach to educational inquiry, using as examples the particular ways in which writers (including Giroux, McLaren, Lather, and Ball) have tried to incorporate the poststructuralist perspective into their investigations of educational issues. The emphasis throughout this book will be on making these complex theoretical issues tangible and salient for the educational researcher.
Poststructuralism and Educational Research
AvMichael A. Peters,Nicholas C. Burbules
Häftad, Engelska, 2004
441 kr
Skickas inom 10-15 vardagar
Poststructuralism, and its implications for something called "postmodernism," is a major topic of discussion in social theory and research generally, including educational research. The works of the major authors in this tradition (Foucault, Lyotard, Cixous, Derrida, Haraway, to name a few) are challenging and difficult. Yet more and more theorists and researchers in educational scholarship use this term to describe their work. What does poststructuralism mean for these authors, and what significance does it have for educational inquiry?This book takes on these central questions and explores the impact of poststructuralism in language that makes the basic issues at stake accessible for a broad readership. Michael Peters and Nicholas C. Burbules highlight the implications of a poststructuralist stance for the conception of the research subject and examine its standards of validity and methods of investigation. They also lay out the distinguishing characteristics of this approach to educational inquiry, using as examples the particular ways in which writers (including Giroux, McLaren, Lather, and Ball) have tried to incorporate the poststructuralist perspective into their investigations of educational issues. The emphasis throughout this book will be on making these complex theoretical issues tangible and salient for the educational researcher.
Postpositivism and Educational Research
AvD. C. Phillips,Nicholas C. Burbules
Häftad, Engelska, 2000
453 kr
Skickas inom 10-15 vardagar
This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. Authors D. C. Phillips and Nicholas C. Burbules cite a number of interesting examples from the educational research and evaluation literature to illustrate the value of a scientific approach. Many educational researchers aspire to carry out rigorous or disciplined inquiry aimed at producing accurate (and generally 'truthful') accounts of educational phenomena and the causal psychological or social processes that lay behind them. However, many recent critics have argued that it is a mistake to believe that research can yield theories, or advance claims that are true, objective, and value-neutral. In other words, that researchers always work within frameworks that embody important (and often questionable) assumptions about values and the nature of human knowledge. This book argues that , while there is much to be learned from recent critiques, traditional scientific values and assumptions are not outmoded. The authors show students how to implement and benefit from the scientific method in ways that take into account recent critiques.
Pragmatism and Educational Research
AvGert J. J. Biesta,Nicholas C. Burbules
Inbunden, Engelska, 2003
1 364 kr
Skickas inom 10-15 vardagar
This volume offers an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. Pragmatism and Educational Research focuses primarily on the work of John Dewey, and examines the relationship between pragmatism and educational research both in relation to research methodology and to a pragmatic educational theory. Biesta and Burbules provide examples of characteristic research questions and research methods and approaches, as informed by a pragmatist outlook. Further, they argue that the major benefit of a pragmatic approach to educational research lies in the possibility of promoting intelligent and reflective action by educational practitioners.
Pragmatism and Educational Research
AvGert J. J. Biesta,Nicholas C. Burbules
Häftad, Engelska, 2003
416 kr
Skickas inom 10-15 vardagar
This volume offers an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. Pragmatism and Educational Research focuses primarily on the work of John Dewey, and examines the relationship between pragmatism and educational research both in relation to research methodology and to a pragmatic educational theory. Biesta and Burbules provide examples of characteristic research questions and research methods and approaches, as informed by a pragmatist outlook. Further, they argue that the major benefit of a pragmatic approach to educational research lies in the possibility of promoting intelligent and reflective action by educational practitioners.
Del 4 - Philosophy, Theory, and Educational Research Series
Feminisms and Educational Research
AvWendy R. Kohli,Nicholas C. Burbules
Inbunden, Engelska, 2011
845 kr
Skickas inom 10-15 vardagar
Feminist theory has come a long way from its nascent beginnings—no longer can it be classified as “liberal,” “socialist,” or “radical.” It has shaped and evolved to take on multiple meanings and forms, each distinct in its own perspective and theory. In Feminisms and Educational Research, the authors explore the various forms of feminisms, tracing their history and their relation to gendered knowledge and identity. Unlike other books on feminism, the authors do not attempt to push that a particular theory is more correct than another, but rather they give a complete overview of each of the forms of feminism.The authors then couple the philosophical and theoretical ideas of western feminisms with the aims and conduct of educational research, exploring how they interact and influence each other. Focusing on more recent feminists, both in education and related disciplines, the book highlights illustrative examples from research to form a basis of understanding how the different feminisms have changed education.
Globalization and Education
Critical Perspectives
AvCarlos Alberto Torres,Nicholas C. Burbules
E-bok
PDF, Engelska, 2013
847 kr
Läs direkt efter köp
In Globalization and Education: Critical Perspectives , an outstanding group of international contributors explore the increasingly important dimensions of globalization as it affects educational policy and practice in nation-states around the world. Changing conditions in a globalized world-including travel, international media, transnational capitalism, and the role of global organizations and institutions-all have profound implications for the formation and implementation of education policy. Addressing such issues as feminism, multiculturalism, and new technology, this collection of original essays will broaden the context in which educational policy decisions are viewed. Contributors: Michael W. Apple, Jill Blackmore, Nicholas C. Burbules, Juan RamÃ³n Capella, Luiza CortesÃ£o, Greg Dimitriadis, Patrick Fitzsimmons, Douglas Kellner, Bob Lingard, Allan Luke, Carmen Luke, James Marshall, Cameron McCarthy, Raymond A. Morrow, Michael Peters, Thomas S. Popkewitz, Fazal Rizvi, Stephen R. Stoer, and Carlos Alberto Torres.
Globalization and Education
Critical Perspectives
AvCarlos Alberto Torres,Nicholas C. Burbules
E-bok
Engelska, 2013
856 kr
Läs direkt efter köp
In Globalization and Education: Critical Perspectives , an outstanding group of international contributors explore the increasingly important dimensions of globalization as it affects educational policy and practice in nation-states around the world. Changing conditions in a globalized world-including travel, international media, transnational capitalism, and the role of global organizations and institutions-all have profound implications for the formation and implementation of education policy. Addressing such issues as feminism, multiculturalism, and new technology, this collection of original essays will broaden the context in which educational policy decisions are viewed. Contributors: Michael W. Apple, Jill Blackmore, Nicholas C. Burbules, Juan RamÃ³n Capella, Luiza CortesÃ£o, Greg Dimitriadis, Patrick Fitzsimmons, Douglas Kellner, Bob Lingard, Allan Luke, Carmen Luke, James Marshall, Cameron McCarthy, Raymond A. Morrow, Michael Peters, Thomas S. Popkewitz, Fazal Rizvi, Stephen R. Stoer, and Carlos Alberto Torres.
Showing and Doing
Wittgenstein as a Pedagogical Philosopher
AvPaul Smeyers,Nicholas C. Burbulesm. fl.
E-bok
Engelska, 2015
1 059 kr
Läs direkt efter köp
Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein''s work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein''s later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein''s thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.
Showing and Doing
Wittgenstein as a Pedagogical Philosopher
AvPaul Smeyers,Nicholas C. Burbulesm. fl.
E-bok
PDF, Engelska, 2015
1 067 kr
Läs direkt efter köp
Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein''s work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein''s later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein''s thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.
Del 338 - Counterpoints
Mirror Images
Popular Culture and Education
AvDiana Silberman-Keller,Henry A. Girouxm. fl.
Häftad, Engelska, 2008
355 kr
Skickas inom 5-8 vardagar
Mirror Images: Popular Culture and Education is the first international and multidisciplinary effort to coalesce knowledge on education and popular culture studied as broad phenomena and not as a collection of case studies. In this volume, popular culture has been thematically treated as it appears in a variety of media, including movies, digital games, advertising, television, popular songs, and the internet. The book considers education in both formal and informal settings, and looks critically at the accepted dichotomy between education and popular culture. It argues that popular culture is capable of educating and that education shares many characteristics with popular culture, and tries to overcome these dichotomous relationships while also trying to clarify the reciprocal effects between the two. The book calls disciplinary and media boundaries into question in an effort to widen the possibility of enlarging the vocabulary and the verbs of all that stays unnamed by what is considered knowledge.
Del 338 - Counterpoints
Mirror Images
Popular Culture and Education
AvDiana Silberman-Keller,Henry A. Girouxm. fl.
Inbunden, Engelska, 2008
1 038 kr
Skickas inom 5-8 vardagar
Mirror Images: Popular Culture and Education is the first international and multidisciplinary effort to coalesce knowledge on education and popular culture studied as broad phenomena and not as a collection of case studies. In this volume, popular culture has been thematically treated as it appears in a variety of media, including movies, digital games, advertising, television, popular songs, and the internet. The book considers education in both formal and informal settings, and looks critically at the accepted dichotomy between education and popular culture. It argues that popular culture is capable of educating and that education shares many characteristics with popular culture, and tries to overcome these dichotomous relationships while also trying to clarify the reciprocal effects between the two. The book calls disciplinary and media boundaries into question in an effort to widen the possibility of enlarging the vocabulary and the verbs of all that stays unnamed by what is considered knowledge.
Feminisms and Educational Research
AvWendy R. Kohli,Nicholas C. Burbules
Häftad, Engelska, 2013
440 kr
Skickas inom 10-15 vardagar
Feminist theory has come a long way from its nascent beginnings—no longer can it be classified as “liberal,” “socialist,” or “radical.” It has shaped and evolved to take on multiple meanings and forms, each distinct in its own perspective and theory. In Feminisms and Educational Research, the authors explore the various forms of feminisms, tracing their history and their relation to gendered knowledge and identity. Unlike other books on feminism, the authors do not attempt to push that a particular theory is more correct than another, but rather they give a complete overview of each of the forms of feminism.The authors then couple the philosophical and theoretical ideas of western feminisms with the aims and conduct of educational research, exploring how they interact and influence each other. Focusing on more recent feminists, both in education and related disciplines, the book highlights illustrative examples from research to form a basis of understanding how the different feminisms have changed education.
Showing and Doing
Wittgenstein as a Pedagogical Philosopher
AvMichael A. Peters,Nicholas C. Burbulesm. fl.
Inbunden, Engelska, 2008
3 098 kr
Skickas inom 10-15 vardagar
Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein's work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein's later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein's thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.
Showing and Doing
Wittgenstein as a Pedagogical Philosopher
AvMichael A. Peters,Nicholas C. Burbulesm. fl.
Häftad, Engelska, 2010
934 kr
Skickas inom 10-15 vardagar
Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein's work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein's later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein's thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.
International Handbook of Interpretation in Educational Research
Springer
2015
6 531 kr
Skickas inom 10-15 vardagar
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ‘qualitative’ and ‘quantitative’ research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically).By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to ‘teaching’ and ‘learning’ examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled ‘pädagogisch’, examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice – combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different ‘opportunities and constraints’ that educational research has to confront in different societies.
International Handbook of Interpretation in Educational Research
AvMorwenna Griffiths,Nicholas C. Burbulesm. fl.
E-bok
PDF, Engelska, 2015
7 112 kr
Läs direkt efter köp
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ‘qualitative’ and ‘quantitative’ research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically).
By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to ‘teaching’ and ‘learning’ examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled ‘pädagogisch’, examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice – combined in each case with consideration of the role of interpretation in the process.
The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different ‘opportunities and constraints’ that educational research has to confront in different societies.
International Handbook of Interpretation in Educational Research
Springer
2018
6 531 kr
Skickas inom 10-15 vardagar
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ‘qualitative’ and ‘quantitative’ research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically).By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to ‘teaching’ and ‘learning’ examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled ‘pädagogisch’, examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice – combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different ‘opportunities and constraints’ that educational research has to confront in different societies.
Postpositivism and Educational Research
AvD. C. Phillips,Nicholas C. Burbules
Inbunden, Engelska, 2000
933 kr
Tillfälligt slut
This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. Authors D. C. Phillips and Nicholas C. Burbules cite a number of interesting examples from the educational research and evaluation literature to illustrate the value of a scientific approach. Many educational researchers aspire to carry out rigorous or disciplined inquiry aimed at producing accurate (and generally 'truthful') accounts of educational phenomena and the causal psychological or social processes that lay behind them. However, many recent critics have argued that it is a mistake to believe that research can yield theories, or advance claims that are true, objective, and value-neutral. In other words, that researchers always work within frameworks that embody important (and often questionable) assumptions about values and the nature of human knowledge. This book argues that , while there is much to be learned from recent critiques, traditional scientific values and assumptions are not outmoded. The authors show students how to implement and benefit from the scientific method in ways that take into account recent critiques.

Företag, bibliotek eller offentlig verksamhet?

Nicholas C. Burbules – författare

Globalization and Education

Pragmatism and Educational Research

Learning in Places

Poststructuralism and Educational Research

Poststructuralism and Educational Research

Postpositivism and Educational Research

Pragmatism and Educational Research

Pragmatism and Educational Research

Feminisms and Educational Research

Globalization and Education

Globalization and Education

Showing and Doing

Showing and Doing

Mirror Images

Mirror Images

Feminisms and Educational Research

Showing and Doing

Showing and Doing

International Handbook of Interpretation in Educational Research

International Handbook of Interpretation in Educational Research

International Handbook of Interpretation in Educational Research

Postpositivism and Educational Research

Mina sidor

Mina sidor

Hjälp

Hjälp

Om Bokus

Om Bokus

Populärt

Populärt

Inspiration

Inspiration