Reference : Two worlds of educational research? Comparing the levels, objects, disciplines, metho...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/28687
Two worlds of educational research? Comparing the levels, objects, disciplines, methodologies and themes in educational research in the United Kingdom and Germany, 2005–2015
English
Zapp, Mike mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Marques, Marcelo mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Powell, Justin J W mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2017
Research in Comparative and International Education
12
4
375-397
Yes (verified by ORBilu)
International
17454999
[en] educational research ; education ; United Kingdom ; Germany ; level ; disciplines ; methodology ; theme ; institutionalization
[en] Embedded in social worlds, education systems and research reflect distinct national trajectories. We compare two contrasting traditions of educational research (ER). Whereas British ER exhibits a multidisciplinary and pragmatic character, German ER reflects pedagogy and mainly humanities-based traditions. Yet, in both countries, policymakers’ growing demand for evidence in ER resulted in increased funding, specific research programs, and mandatory large-scale assessments. These have reshaped the field, suggesting more similar ER agendas. Based on a comprehensive original dataset of basic ER projects funded by the main grant- making agencies in both countries (2005–2015), we analyze five dimensions: levels, objects, disciplines, methodologies, and themes. We find epistemic drift, with partial convergence characterized by a multi-level focus, multidisciplinary approach, strongly empirical and quantitative methodology, and a premium on teaching and learning themes. The cases remain distinct in exploring systemic questions in a wider contextual frame (UK) or concentrating more narrowly on the individual learner (Germany).
Institute of Education & Society
University of Luxembourg - UL
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/28687
https://uk.sagepub.com/en-gb/eur/journal/research-comparative-and-international-education

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