Abstract

The evaluation of research in the pedagogic field has been for long time identified as a procedure of justification and guarantee of the scientific system. Today, instead, following the increasing question of measures and ends evaluation to knowledge and anticipatory purposes, the attention is actually set on the results of research. Epistemological and methodological development of evaluation as a scientific knowledge now imposes a serious reflection on the criterions, the methods, the necessary languages not only to pursue an enough degree of correctness, reliability, completeness but to sustain a scientific quality that will be shared, recognizable, communicable, confirmable. A more wide ranging reflection is needed: a reflection that can embank the bureaucratic drift of the structural and institutional approach about evaluation of research. In this regard, C. Coryn and M. Scriven (2008) precise how evaluation of scientific research literature can be wide but, at the same time, is weaken by the lack of consensus about what is a good research (from originality to meaningfulness, from validity to ethicality). Nowadays the debate is focused on the method to be used. The aim of this study is to describe, by a content analysis, the recent practices of pedagogic research (design of research and data collection method) used in published articles (from 2004 to 2008) on most important pedagogical journals.

Autore Pugliese

• Pastore Serafina Manuela

Tutti gli autori

• PASTORE S.M.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2012

ISSN

2038-9442

ISBN

Non Disponibile

Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

Non Disponibile

Numero di citazioni Scopus

Non Disponibile

Ultimo Aggiornamento Citazioni

Non Disponibile

Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile