9781402010835 - Fiction written under Oath?: Essays in Philosophy and Educational Research von Bridges, David (6 Ergebnisse)

Zustand: Fair. Volume 10. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Clean from markings. In fair condition, suitable as a study copy. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,550grams, ISBN:9781402010835.

Hardcover. Zustand: As New. pp.xii, 213 pages, an AS NEW hardback with laminated boards, exactly as shown in the Abe stock photo, so no dust-jacket issued [1402010834].

Zustand: New. In.

Zustand: New. pp. 232 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Zustand: New. Suitable for researchers, masters and doctoral students who are coming to terms with educational research, this title includes essays that bring to contemporary debates about educational research both a first-hand familiarity with the practices and arguments of the educational research community. Series: Philosophy and Education. Num Pages: 215 pages, biography. BIC Classification: JHBC; JN. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 297 x 210 x 14. Weight in Grams: 504. . 2003. Hardback. . . . . Books ship from the US and Ireland.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The essays bring to contemporary debates about educational research both a first hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them. They are both measured and passionate - sparked by an intense personal curiosity, which takes Bridges into unexpected resources and territory (such as the insights of museology into debates on educational research as narrative fiction) as well as more familiar material relating to, for example, issues about the assessment of quality of educational research and the concern for its relevance. The book makes an articulate case, by its own example as well as in its argument, for the continuing contribution of philosophical thinking to the development and critique of educational research. It will be essential reading for researchers already engaged in this development and for masters and doctoral students who are coming to terms with educational research, and it offers a contribution to the literature in philosophy of education which is richly grounded in the wider field of educational research.