Educational policy-makers are increasingly employing the rhetoric of research-based or evidence-based policy and practice, thus insisting on a particularly narrow definition of educational research. At the same time, educational researchers themselves are drawing on an increasingly wide variety of intellectual resources for their research methods and methodologies - methods and methodologies derived from the social sciences, broadly conceived, but also from the humanities and the creative arts. This collection brings together twenty-two contributions that examine a wide variety of issues raised in this setting: about the nature of educational research and its claims on our attention; about the relationship between research and educational practice; about issues of generalisability and claims to truth; about the supposed conflict between qualitative and quantitative research methodologies; about the place of philosophy itself in educational research; and about the teaching of research methods and methodology.
Written by a distinguished international group of philosophers of education, it represents an authoritative contribution to the literature and will be a key point of reference both for those examining these issues at a policy level and for those teaching and studying educational research methods and methodologies in university departments, as well as for students of philosophy of education.

Cover image: St John Reconsiders Modern Epistemology (c) James B. Janknegt
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