02852nam 2200637Ia 450 991095790680332120251106164753.097866112950599781281295057128129505197818471434021847143407(CKB)1000000000404319(EBL)436982(OCoLC)229456537(SSID)ssj0000258188(PQKBManifestationID)11203728(PQKBTitleCode)TC0000258188(PQKBWorkID)10256357(PQKB)11165964(MiAaPQ)EBC436982(Au-PeEL)EBL436982(CaPaEBR)ebr10224692(CaONFJC)MIL129505(OCoLC)893334601(Perlego)809644(EXLCZ)99100000000040431920040722d2004 uy 0engur|n|---|||||txtccrTheory of education /David A. Turner1st ed.London ;New York Continuumc20041 online resource (216 p.)Description based upon print version of record.9780826487094 0826487092 Includes bibliographical references (p. 197-201) and index.Contents; List of Figures; Acknowledgements; CHAPTER ONE: STUCK IN THE MUD WITH THE WHEELS SPINNING; CHAPTER TWO: CLEARING THE GROUND; CHAPTER THREE: LARGE SCALE STATISTICAL SURVEY METHODS; CHAPTER FOUR: ACTION RESEARCH; CHAPTER FIVE: POSTMODERNISM; CHAPTER SIX: GAME THEORY AND INDIVIDUAL CHOICE IN SCHOOLING; CHAPTER SEVEN: LINEAR PROGRAMMING AND SOCIOLOGICAL LAWS; CHAPTER EIGHT: LINEAR PROGRAMMING AND EDUCATIONAL POLICY; CHAPTER NINE: GROUP DECISION MAKING; CHAPTER TEN: CHAOS AND COMPLEXITY; CHAPTER ELEVEN: CONCLUSIONS; References; IndexTo date, theory in Education Studies has been dominated by a particular view of what should count as 'scientific' theory. David Turner argues that this approach does not necessarily provide a firm foundation for policy planning and professional activity. Using examples from linear programming, game theory, decision theory and chaos theory, he demonstrates how certain insights from modern developments in, for example, the social sciences can be used to stimulate more rewarding debate amongst educational researchers.EducationResearchMethodologyEducational planningEducationResearchMethodology.Educational planning.370/.7/2Turner David A(Professor of education)46076MiAaPQMiAaPQMiAaPQBOOK9910957906803321Theory of education4453627UNINA