Contested Terrain

A History of Education Research in the United States, 1890–1990

Datos Bibliográficos

ID9733412
AutoresEllen Condliffe Lagemann (New York University, autor de correspondencia)
Año1997
Volumen26
Número9
Páginas5-17
Fecha de publicación1997-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x026009005
OpenAlexW2160770798
IdiomaEN
Citas recibidas27
Referencias citadas47

During the last 100 years, the history of education research has been marked by continuing contests among different groups, especially scholars of education, scholars in other fields and disciplines, school administrators, and teachers. To make sense of these contests, it is useful to understand them from a “system-of- professions” perspective in which professionalization is seen as an ongoing competition to secure jurisdiction in particular domains of human service. Viewed this way, the history of education research suggests that the development of wide support for education research will depend on surmounting the jurisdictional challenges that have heretofore precluded sustained agreement about the methods and focus of the field

Competition (biology · Educational research · Engineering ethics · Field (mathematics · Jurisdiction · Pedagogy · Perspective (graphical · Political science · Professionalization · Public relations · Service (business · Social science · Sociology · Education Methods and Practices · Educator Training and Historical Pedagogy · Historical Education Studies Worldwide · Law