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Critical Perspectives on the Organization and Improvement of Schooling

  • Book
  • © 1986

Overview

Authors:
  1. Kenneth A. Sirotnik

    1. University of Washington, USA

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    You can also search for this author in PubMed   Google Scholar

  2. Jeannie Oakes

    1. The Rand Corporation, USA

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    You can also search for this author in PubMed   Google Scholar

Part of the book series: Evaluation in Education and Human Services (EEHS, volume 13)

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-1
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  2. Critical Inquiry for School Renewal: Liberating Theory and Practice

    1. Critical Inquiry for School Renewal: Liberating Theory and Practice

      • Kenneth A. Sirotnik, Jeannie Oakes
      Pages 3-93

  3. A Critical Perspective on Administration and Organization in Education

    1. A Critical Perspective on Administration and Organization in Education

      • William Foster
      Pages 95-129

  4. An Alternative and Critical Perspective for Clinical Supervision in Schools

    1. An Alternative and Critical Perspective for Clinical Supervision in Schools

      • W. John Smyth
      Pages 131-161

  5. Reformulating the Evaluation Process

    1. Reformulating the Evaluation Process

      • Donna Leonhard Coomer
      Pages 163-204

  6. Reflections

    1. Front Matter

      Pages 205-205
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    2. On Critical Theory and Educational Practice

      • David P. Ericson
      Pages 207-227

    3. Teaching as Reflective Practice

      • Gary Sykes
      Pages 229-245

  7. Back Matter

    Pages 247-256
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Keywords

About this book

Major "paradigm shifts"-replacing one "world view" with anotherยญ regarding what constitutes appropriate knowledge do not happen overยญ night. Centuries usually intervene in the process. Even minor shiftsยญ admitting alternative world views into the domain of legitimate knowledgeยญ producing theory and practice-require decades of controversy, especially, it seems to us, in the field of education. It has only been in the last 20 years or so that the educational research community has begun to accept the "scientific" credibility of the qualitative approaches to inquiry such as participant observation, case study, ethnograยญ phy, and the like. In fact, these methods, with their long and distinguished philosophical traditions in phenomenology, have really only come into their own within the last decade. The critical perspective on generating and evaluating knowledge and practice-what this book is mostly about-is in many ways a radical deparยญ ture from both the more traditional quantitative and qualitative perspecยญ tives. The traditional approaches, in fact, are far more similar to one another than they are to the critical perspective. This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry. Ideology and human interests, however, are the "bread and butter" of a critical approach to inquiry.

Authors and Affiliations

  • University of Washington, USA

    Kenneth A. Sirotnik

  • The Rand Corporation, USA

    Jeannie Oakes

Bibliographic Information

  • Book Title: Critical Perspectives on the Organization and Improvement of Schooling

  • Authors: Kenneth A. Sirotnik, Jeannie Oakes

  • Series Title: Evaluation in Education and Human Services

  • DOI: https://doi.org/10.1007/978-94-009-4229-5

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Kluwer ยท Nijhoff Publishing, Boston 1986

  • Hardcover ISBN: 978-0-89838-212-9Published: 30 September 1986

  • Softcover ISBN: 978-94-010-8377-5Published: 27 September 2011

  • eBook ISBN: 978-94-009-4229-5Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: XIV, 256

  • Topics: Assessment, Testing and Evaluation, Education, general

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