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[null,"1.","Record Nr.",null,"UNINA9910459888903321"]
[null,null,"Autore",null,"Kettley Nigel C"]
[null,null,"Titolo",null,"Theory building in educational research [[electronic resource] /] / Nigel Kettley"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Continuum International Pub. Group, c2010"]
[null,null,"ISBN",null,"1-282-76570-1"]
[{"$nulls":4},"9786612765704"]
[{"$nulls":4},"1-4411-1008-9"]
[null,null,"Descrizione fisica",null,"1 online resource (225 p.)"]
[null,null,"Disciplina",null,"370.7/2"]
[null,null,"Soggetti",null,"Education - Research - Methodology"]
[{"$nulls":4},"Education - Research - Great Britain"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Contents; List of tables and figures; Glossary; Preface; Part I: Introduction: Crisis and Corrections; 1 The crisis of theory building and theory in educational research; 2 Toward productive and powerful theory building and theory; Part II: The Interface of Theory and Method; 3 Paradigm wars: Philosophies, methodologies and theory building; 4 Making sense together? An alternative model of theory building; Part III: Educational Theory Building in Practice; 5 The practical foundations of theory building; 6 Interpretation and imagination: Developing theoretical frameworks"]
[{"$nulls":4},"Part IV: Conclusion: Prospects and Promises7 Theory building, social explanation and education policy; 8 Promoting change: The promise and pitfalls of theory building; References; Index; A; B; C; D; E; F; G; H; I; K; L; M; N; O; P; Q; R; S; T; U; V; W"]
[null,null,null,"Sommario/riassunto","This volume provides comprehensive guidance on the subjects of concept generation and theory building in educational research. By deploying the conceptual, methodological and theoretical principles of the Cambridge School of Sociology, that underpin a range of contemporary empirical research, the author shows how theory building, and theory, in contemporary educational research is in a state of crisis. In his compelling analysis, Nigel Kettley develops an alternative approach to theory building in educational research, and explores a radical new system for facilitating the growth of knowledge"]