Choices in Conceptualizing Classroom-Anchored Research and Linking It to Policy/Practice To Improve Educational Quality in "Developing" Countries.

Ginsburg, Mark B.; And Others

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Peer reviewed

ERIC Number: EJ538535

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0267-1522

EISSN: N/A

Available Date: N/A

Choices in Conceptualizing Classroom-Anchored Research and Linking It to Policy/Practice To Improve Educational Quality in "Developing" Countries.

Ginsburg, Mark B.; And Others

Research Papers in Education: Policy and Practice, v11 n3 p239-54 Oct 1996

Discusses three scientific traditions (positivist, interpretivist, and critical) as they inform methodological and strategic choices within a USAID-funded "Improving Educational Quality" project in Ghana, Guatemala, and Mali, examining various challenges researchers face when they engage in classroom anchored research in connection with efforts to improve educational quality in developing countries. (SM)

Descriptors: Action Research, Classroom Research, Critical Theory, Developing Nations, Educational Change, Educational Improvement, Educational Quality, Elementary Secondary Education, Foreign Countries, Higher Education, Research and Development, Research Methodology, Theory Practice Relationship

Publication Type: Opinion Papers; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Ghana; Guatemala; Mali

Grant or Contract Numbers: N/A

Author Affiliations: N/A