Abstract
This response to the theme issue, Research for Doctoral Students in Education, argues that the continua presented in the articles fail to legitimize practitioner research, that is, research done by school practitioners on site. Issues relating to differences in rigor, status, and purpose between practitioner and other research are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 22-25 |
| Number of pages | 4 |
| Journal | Educational Researcher |
| Volume | 31 |
| Issue number | 7 |
| DOIs | |
| State | Published - 2002 |
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ASJC Scopus subject areas
- Education
Cite this
Reflecting on Research for Doctoral Students in Education. / Anderson, Gary.
In: Educational Researcher, Vol. 31, No. 7, 2002, p. 22-25.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Reflecting on Research for Doctoral Students in Education
AU - Anderson, Gary
PY - 2002
Y1 - 2002
N2 - This response to the theme issue, Research for Doctoral Students in Education, argues that the continua presented in the articles fail to legitimize practitioner research, that is, research done by school practitioners on site. Issues relating to differences in rigor, status, and purpose between practitioner and other research are discussed.
AB - This response to the theme issue, Research for Doctoral Students in Education, argues that the continua presented in the articles fail to legitimize practitioner research, that is, research done by school practitioners on site. Issues relating to differences in rigor, status, and purpose between practitioner and other research are discussed.
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U2 - 10.3102/0013189X031007022
DO - 10.3102/0013189X031007022
M3 - Article
AN - SCOPUS:84993783288
VL - 31
SP - 22
EP - 25
JO - Educational Researcher
JF - Educational Researcher
SN - 0013-189X
IS - 7
ER -