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Cohen, Jonathan – Harvard Educational Review, 2006
In this article, Jonathan Cohen argues that the goals of education need to be reframed to prioritize not only academic learning, but also social, emotional, and ethical competencies. Surveying the current state of research in the fields of social-emotional education, character education, and school-based mental health in the United States, Cohen…
Descriptors: Educational Objectives, Values Education, Schools of Education, Quality of Life
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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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Lampert, Magdalene – Harvard Educational Review, 2000
Considers the potential for teacher research to change ideas about who is responsible for producing knowledge, the benefits and dangers of inserting the self into the social sciences, and the challenges of presenting problems of practice from within practice. (Author/SK)
Descriptors: Educational Research, Qualitative Research, Research Needs, Teacher Researchers
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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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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
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Huberman, Michael – Harvard Educational Review, 1999
Two case studies demonstrate how interaction with practitioners influences educational researchers' view of teaching and of the uses of research. Sustained interaction between the microworlds of research and practice may allow researchers to refine and recast their conceptual frameworks. (SK)
Descriptors: Educational Research, Educational Researchers, Elementary Secondary Education, Interaction