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Egan, Kieran – Harvard Educational Review, 2005
In this article, Kieran Egan contests the scientific foundations of Piaget's developmental theories and the scientific basis of much educational research. In so doing, he pushes researchers and practitioners alike to rethink the centrality of Piaget's tenets to teaching and learning. Egan traces the history of the developmental literature that…
Descriptors: Educational Research, Cognitive Development, Child Development, Learning Theories
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Kumashiro, Kevin, K. – Harvard Educational Review, 2002
Examines how theories of antioppressive education can help educators teach, supervise student teachers, and conduct research in ways that work against repetitions of privileged knowledge and practices. Shows how students may seek knowledge confirming what they already know and challenges educators to disrupt unconscious discourses. (Contains 39…
Descriptors: Cognitive Development, Educational Practices, Educational Research, Learning Processes
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Rajagopalan, Kanavillil – Harvard Educational Review, 1998
Asserts that Thomas's atheoretical posture is not realistically possible. Makes three counter-arguments: humans may naturally be theorizing creatures; Thomas uses theory to argue against theory; and the problem is not "theory" but particular theories. (SK)
Descriptors: Educational Research, Educational Theories, Learning Theories, Semantics
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Duckworth, Eleanor – Harvard Educational Review, 1986
After an extended account of two features that she considers to be the essence of teaching, the author describes how such teaching can, at the same time, be seen as a form of research. She proposes a vision of teachers as significant participants in theoretical and pedagogical discussions on the nature and development of human learning. (Author/CH)
Descriptors: Educational Research, Instruction, Learning Processes, Teacher Education
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Bolster, Arthur S., Jr. – Harvard Educational Review, 1983
Examines the genesis and perpetuation of divergent perspectives of teachers and researchers concerning how knowledge is formulated and determined. Advocates a sociolinguistic ethnographic approach as the research methodology most likely to generate knowledge that is intellectually rigorous and helpful in teacher development. (JOW)
Descriptors: Educational Research, Educational Researchers, Ethnography, Instruction
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Thomas, Gary – Harvard Educational Review, 1997
Argues against the use of theory in educational inquiry, contending that the meaning of theory is unclear; both personal theory and grand theory inhibit creativity and methodology; and less structured problem solving and ad hoc approaches are more likely to result in pluralistic ideas. (SK)
Descriptors: Creative Thinking, Educational Research, Educational Theories, Learning Theories