Vol. 13 No. 1 (1988)

Published: 1988-01-01

Articles

Context, Concepts and Content: Prescriptions for Empirical Research

Robin Barrow

1-13
- PDF
Confounding the Grim Reaper: An Evaluation of Some Criticisms of Educational and Social Science Research

Denis C. Phillips

14-28
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Bitter Pills and Grim Reapers: A Commentary on Barrow and Phillips

Ronald W. Marx

29-38
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Dewey and Thorndike: The Persistence of Paradigms in Educational Scholarship

Jonas F. Soltis

39-51
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What Psychology can do for Education

LeRoi Daniels

52-64
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The Analytic and the Arbitrary in Educational Research

Kieran Egan

69-82
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What Philosophy Can Do for Education

John Wilson

83-91
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L’approfondissement de certains processus comme celui que vit le visiteur de musée échappe-t-il à la recherche qualitative?

Colette Dufresne-Tassé

100-110
- PDF (Français (Canada))
La notion de recherche-action

Michelle Lessard-Hébert , Gabriel Goyette

111-124
- PDF (Français (Canada))
Research Needed on Critical Thinking

Stephen P. Norris

125-137
- PDF
The Science and the Art of Teacher Effectiveness: An Examination of Two Research Traditions

Marilyn Westbury

138-161
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Teaching Effectiveness: A Review of the Research

G. Patrick O'Neill

162-185
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Comment

Commentary on Daniels and Soltis

G. Philip Nagy

65-68
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Commentary on Egan and Wilson

Thomas O. Maguire

92-99
- PDF