Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

Theory of International Politics

This article discusses: the doctrinal content of the group of ideas known as ‘new public management’(NPM); the intellectual provenance of those ideas; explanations for their apparent persuasiveness in the 1980 s; and criticisms which have been made of the new doctrines. Particular attention is paid to the claim that NPM offers an all-purpose key to better provision of public services. This article argues that NFM has been most commonly criticized in terms of a claimed contradiction between ‘equity’ and ‘efficiency’ values, but that any critique which is to survive NPM's claim to ‘infinite reprogrammability’ must be couched in terms of possible conflicts between administrative values. The conclusion is that the ESRC'S Management in Government’ research initiative has been more valuable in helping to identify rather than to definitively answer, the key conceptual questions raised by NPM.

A public management for all seasons

While heated arguments between practitioners of qualitative and quantitative research have begun to test the very integrity of the social sciences, Gary King, Robert Keohane, and Sidney Verba have produced a farsighted and timely book that promises to sharpen and strengthen a wide range of research performed in this field. These leading scholars, each representing diverse academic traditions, have developed a unified approach to valid descriptive and causal inference in qualitative research, where numerical measurement is either impossible or undesirable. Their book demonstrates that the same logic of inference underlies both good quantitative and good qualitative research designs, and their approach applies equally to each. Providing precepts intended to stimulate and discipline thought, the authors explore issues related to framing research questions, measuring the accuracy of data and uncertainty of empirical inferences, discovering causal effects, and generally improving qualitative research. Among the specific topics they address are interpretation and inference, comparative case studies, constructing causal theories, dependent and explanatory variables, the limits of random selection, selection bias, and errors in measurement. Mathematical notation is occasionally used to clarify concepts, but no prior knowledge of mathematics or statistics is assumed. The unified logic of inference that this book explicates will be enormously useful to qualitative researchers of all traditions and substantive fields.

Designing Social Inquiry: Scientific Inference in Qualitative Research

The growing technical uncertainties and complexities of problems of global concern have made international policy coordination not only increasingly necessary but also increasingly difficult. If decision makers are unfamiliar with the technical aspects of a specific problem, how do they define state interests and develop viable solutions? What factors shape their behavior? Under conditions of uncertainty, what are the origins of international institutions? And how can we best study the processes through which international policy coordination and order emerge? While a variety of analytic approaches have been used to address the problems of international cooperation, the approaches have yielded only fragmentary insights. At its core, the study of policy coordination among states involves arguments about determinism versus free will and about the ways in which the international system is maintained and transformed. Among the overlapping topics of debate are whether national behavior is determined or broadly conditioned by system-level factors, unit-level factors, or some complex interplay between the two; whether state policymakers can identify national interests and behave independently of pressures from the social groups they nominally represent; and whether states respond consistently to opportunities to create, defend, or expand their own wealth and power, to enhance collective material benefits, or to promote nonmaterial values.' A related question of

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Introduction: epistemic communities and international policy coordination

For centuries knowledge meant proven knowledge — proven either by the power of the intellect or by the evidence of the senses. Wisdom and intellectual integrity demanded that one must desist from unproven utterances and minimize, even in thought, the gap between speculation and established knowledge. The proving power of the intellect or the senses was questioned by the sceptics more than two thousand years ago; but they were browbeaten into confusion by the glory of Newtonian physics. Einstein’s results again turned the tables and now very few philosophers or scientists still think that scientific knowledge is, or can be, proven knowledge. But few realize that with this the whole classical structure of intellectual values falls in ruins and has to be replaced: one cannot simply water down the ideal of proven truth - as some logical empiricists do — to the ideal of’probable truth’1 or — as some sociologists of knowledge do — to ‘truth by [changing] consensus’.2

Falsification and the Methodology of Scientific Research Programmes

Preface Note on the third impression 1. Logic of discovery of psychology of research? T. S. Kuhn 2. Against 'Normal Science' J. W. N. Watkins 3. Does the distinction between normal and revolutionary science hold water? S. E. Toulmin 4. Normal science, scientific revolutions and the history of science L. Pearce Williams 5. Normal science and its dangers K. R. Popper 6. The nature of a paradigm Margaret Masterman 7. Falsification and the methodology of scientific research programmes I. Lakatos 8. Consolations for the specialist P. K. Feyerabend 9. Reflections on my critics T. S. Kuhn Index.

Criticism and the Growth of Knowledge

Editors' introduction Introduction: science and pseudoscience 1. Falsification and the methodology of scientific research programmes 2. History of science and its rational reconstructions 3. Popper on demarcation and induction 4. Why did Copernicus's research programme supersede Ptolemy's? 5. Newton's effect on scientific standards References Lakatos bibliography Indexes.

Imre Lakatos

Papers

Falsification and the Methodology of Scientific Research Programmes

Criticism and the Growth of Knowledge

The Methodology of Scientific Research Programmes

Proofs and refutations (i)

Proofs and Refutations: Frontmatter