SAGE Journal Articles

SAGE Journal Articles combine cutting-edge academic journal scholarship with the topics in your course for a robust classroom experience.

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SAGE Journal User Guide

Article 1: Biesta, G. (2015). On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education. European Educational Research Journal, 14(1), 11-22.    

Summary: In this paper the author focuses on a split within the field of educational research between those who approach education as an activity or practice governed by cause–effect relationships and those who see education as a human event of communication, meaning making and interpretation.

Questions to Consider:

1. What argument is the author making in this study?

2. What are your opinions on the split between the two constructions of the field Is it necessary? If so, why?

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Article 2: Feuer, M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational Researcher, 31(8), 4-14.     

Summary: In this article, which draws on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research. Although the article focuses on scientific research as an important form of educational scholarship, the call for building a stronger sense of research community applies broadly.

Questions to Consider:

1. Discuss the No Child Left Behind Act of 2001, what does it require the federal grantees to do?

2. How can political dilemmas affect educational research?

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Article 3: Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26(7), 13-22.

Summary: The author describes three different forms of direct researcher practitioner cooperation: data-extraction agreements, clinical partnerships, and co-learning agreements. Each form reflects different social arrangements, inquiry and reporting strategies, and operating assumptions, and each form also has different implications for supporting educational research and reform.

Questions to Consider:

1. What are the distinctions between the three forms identified by the author?

2. Why are education research projects considered social interventions?