Unity over Diversity: Coherence and Realism in Educational Research

REFERENCES

• Armstrong, D. M. 1981. Belief, truth and knowledge. Cambridge: Cambridge University Press.
   Google Scholar
• Barone, T. E. 1992. On the demise of subjectivity in educational inquiry. Curriculum Inquiry 22(1): 25–38.
   Google Scholar
• BonJour, L. 1985. The structure of empirical knowledge. Cambridge, MA: Harvard University Press.
   Google Scholar
• Churchland, P. M. 1985. The ontological status of observables: In praise of the superempirical virtues. In Images of science, ed. P. M. Churchland and C. A. Hooker. Chicago: University of Chicago Press.
   Google Scholar
• Churchland, P. M. 1988a. Folk psychology and the explanation of human behavior. The Aristotelian Society, Supplementary Volume LXII: 209–221.
   Google Scholar
• Churchland, P. M. 1988b. Matter and consciousness. Rev. ed. Cambridge, MA: MIT Press.
   Google Scholar
• Churchland, P. S. 1989. Neurophilosophy: Toward a unified science of the mind/brain. Cambridge, MA: MIT Press.
   Google Scholar
• De Landsheere, G. 1985. History of educational research. In Internal Encyclopedia of Education: Research and Studies, ed. T. Husen and T. N. Postlethwaite. Oxford: Pergamon.
   Google Scholar
• Dewey, J. 1929. The sources of a science of education. New York: Horace Liveright.
   Google Scholar
• Duhem, P. 1954. The aim and structure of physical theory. English ed. Princeton: Princeton University Press.
   Google Scholar
• Eisner, E. W. 1992. Objectivity in educational research. Curriculum Inquiry 22(1): 9–15.
   Web of Science ®Google Scholar
• Evers, C. W. 1990. Educating the brain. Educational Philosophy and Theory 22(2): 1–17.
   Google Scholar
• Evers, C. W., and G. Lakomski, 1991. Knowing educational administration. Oxford: Pergamon.
   Google Scholar
• Feyerabend, P. K. 1963. How to be a good empiricist: A plea for tolerance in matters epistemological. In Philosophy of science, the Delaware seminar, vol. 2, ed. B. Baumrin, 3–39. New York: Interscience. (Reprinted in H. Morick, ed., 1972, 164–193.)
   Google Scholar
• Greene, J. C. 1992. Commentary: The practitioner's perspective. Curriculum Inquiry 22(1): 39–46.
   Web of Science ®Google Scholar
• Guba, E. G. 1992. Relativism. Curriculum Inquiry 22: (1): 17–23.
   Web of Science ®Google Scholar
• Hanson, N. R. 1967. Observation and interpretation. In Philosophy of science today, ed. S. Morgenbesser, 89–99. New York: Basic Books.
   Google Scholar
• Hanson, N. R. 1968. Patterns of discovery. New York: Cambridge University Press.
   Google Scholar
• Hesse, M. 1970. Is there an independent observation language? In The Nature and function of scientific theories, ed. R. Colodny, 36–77. Pittsburgh, PA: University of Pittsburgh Press.
   Google Scholar
• Hooker, C. A. 1975. Philosophy and metaphilosophy of science: Empiricism, Popperianism and realism. Synthese 32: 177–231.
   Google Scholar
• Husen, T. 1985. Research paradigms in education. In International Encyclopedia of Education: Research and Studies, ed. T. Husen and T. N. Postlethwaite. Oxford: Pergamon.
   Google Scholar
• Kuhn, T. S. 1962. The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
   Google Scholar
• Lakatos, I. 1977. Falsification and the methodology of scientific research programmes. In Criticisms and the growth of knowledge, ed. I. Lakatos and A. Musgrave. London: Cambridge University Press.
   Google Scholar
• Lakatos, I. and A. Musgrave, (eds.) 1977. Criticisms and the growth of knowledge. London: Cambridge University Press.
   Google Scholar
• Lakomski, G., (ed.) 1991. Beyond paradigms: Coherentism and holism in educational research. A special issue of the International Journal of Educational Research 15(6).
   Google Scholar
• Miles, M. B., and A. M. Huberman 1984. Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher 13(5): 12–30.
   Google Scholar
• Phillips, D. C. 1981. Perspectives on teaching as an intentional act. The Australian Journal of Education 25(2): 99–105.
   Web of Science ®Google Scholar
• Popper, K. R. 1959. The logic of scientific discovery. London: Hutchinson.
   Google Scholar
• Popper, K. R. 1981. Objective knowledge. An evolutionary approach. Rev. ed. Oxford: The Clarendon Press.
   Google Scholar
• Quine, W. V. O. 1969. Epistemology naturalized. In Ontological relativity and other essays, W. V. O. Quine. New York: Columbia University Press.
   Google Scholar
• Quine, W. V. O., and J. S. Ullian 1978. The web of belief. 2d ed. New York: Random House.
   Google Scholar
• Rist, R. C. 1977. On the relations among educational research paradigms: From disdain to detente. Anthropology and Educational Quarterly 8: 42–49.
   Google Scholar
• Smith J. K. 1983. Quantitative versus qualitative research: An attempt to clarify the issue. Educational Researcher 12: 6–13.
   Google Scholar
• Stich, S. 1983. From folk psychology to cognitive science: The case against belief. Cambridge, MA: The MIT Press.
   Google Scholar
• Suppe, F., (ed.). 1974. The structure of scientific theories. Chicago: The University of Illinois Press.
   Google Scholar
• Taylor, C. 1979. Interpretation and the science of man. In Interpretive social science—A reader, ed. P. Rabinow and W.H. Sullivan. Berkeley, CA: University of California Press.
   Google Scholar
• Walker, J. C., and C. W. Evers 1988. The epistemological unity of educational research. In Educational research, methodology, and measurement, ed. J. P. Keeves. Oxford: Pergamon.
   Google Scholar
• Weber, M. 1947. The theory of social and economic organization, trans, and ed. A. M. Henderson and T. Parsons. Glencoe, IL: The Free Press.
   Google Scholar
• Weber, M. 1949. The methodology of the social sciences., trans, and ed. E. A. Shils and H. A. Finch. New York: The Free Press.
   Google Scholar
• Williams M. 1977. Groundless belief. Blackwell: Oxford.
   Google Scholar
• Williams, M. 1980. Coherence justification and truth. Review of Metaphysics 34(2): 243–272.
   Web of Science ®Google Scholar