What counts as research?
Source: Edited version of the original paper in the British Journal of Educational Studies 29 (2), pp. 103–14, 1981.
In this chapter, originally given as a lecture in 1980, Lawrence Stenhouse, one of the most influential thinkers in British education in the second half of the century, offers a non-technical definition of research as ‘systematic self-critical inquiry’. He compares the relevance of science and history as models for research in education which can influence practice, and he examines the possibilities and limitations of experimental social science as a basis for educational action. Stenhouse looks at the conditions for objectivity in research, and argues for a central place ...