LYCOS RETRIEVER 
Educational Theory: Research
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The book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications. Particular attention is paid to the Vygotskian idea of child development as a consequence rather than premise of learning experiences. Such a reversal allows for new interpretations of the relationships between cognitive development and education at different junctions of the human life span. It ... opens new perspectives on atypical development, learning disabilities, and assessment of children’s learning potential. Classroom applications of Vygotskian theory are discussed in the book. Teacher training and the changing role of a teacher in a sociocultural classroom is discussed in addition to the issues of teaching and learning activities and peer interactions. Relevant research findings from the US, Western Europe, and Russia are brought together to clarify the possible new applications of Vygotskian ideas in different disciplinary areas.
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The development of the "new" sociology of education in the early 1970s was a key moment in the application of Western social philosophy and sociology to educational theory and problems. Phenomenological, symbolic interactionist and neomarxian approaches to the study of identity, knowledge and institutional change in turn led to the development and application of various interpretive methods in educational research. These include action research, literary analysis, revisionist historiography and critical ethnography. Yet these various approaches are often conflated, erroneously, with later poststructuralist and postmodern social theory under the general category of "critical theory".
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A crucial issue in gaining academic legitimacy for a particular view of educational theory concerns the institutional arrangements for appointing examiners for Research Degrees in Education. For example in some institutions a student is not permitted, under any circumstances, to question the competence of an examiner once the examiner has been appointed by the Senate. Given that the academics in one such institution have committed themselves to the statement, "A University has a moral purpose in society in the sense of upholding certain standards of truth, freedom and democracy", this raises a question on how the academics are upholding these values.
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The theory of fuzzy logic suggests a way of encapsulating the claims to educational knowledge of qualitative empirical research. A fuzzy generalisation replaces the certainty of a scientific generalisation (‘it is true that ...’) by the uncertainty, or fuzziness, of statements that contain qualifiers (‘it is sometimes true that ...’). [It contrasts with the statistical generalisation of quantitative empirical research (‘it is true in p% of cases that ...’)]
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