The leeway of qualitative educational research: A case study

نویسندگان

  • Geert Ten Dam
  • Monique Volman
  • MONIQUE VOLMAN
چکیده

This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. This article presents a case study into the question of how research-internal and research-external factors in uence the leeway of qualitative research, and ultimately determine which questions can and cannot be addressed in research. First an overview is presented of the position of qualiative research in the eld of education in The Netherlands. This position is then analysed by situating educational research in the particular research political context. In the second part of the article the authors focus on e ¶ ective schools research, one of the strongest research programmes in Dutch educational studies, in order to show the consequences of the lack of a qualitative tradition.

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The leeway of qualitative educational research

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تاریخ انتشار 2011