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• W2073446319 abstract "British Educational Research JournalVolume 4, Issue 2 p. 21-39 Free Access Case Study and Case Records: towards a contemporary history of education Lawrence Stenhouse, Corresponding Author Lawrence Stenhouse Director, Centre for Applied Research in Education, University of East AngliaDirector, University of East Anglia, Centre for Applied Research in Education, Norwich NR4 7TJSearch for more papers by this author Lawrence Stenhouse, Corresponding Author Lawrence Stenhouse Director, Centre for Applied Research in Education, University of East AngliaDirector, University of East Anglia, Centre for Applied Research in Education, Norwich NR4 7TJSearch for more papers by this author First published: September 1978 https://doi.org/10.1080/0141192780040202Citations: 110AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat References Lee and Cronbach, J. 1975. Beyond the two disciplines of scientific psychology. American Psychologist, 30: 116– 127. Also reference [7] below. Campbell, Donald T. and Stanley, Julian C. 1963. “ Experimental and Quasi-Experimental Designs for Research on Teaching”. In Handbook of Research on Teaching, Edited by: N. L. Gage 171– 246. Chicago: Rand McNally. Snow, Richard E. 1974. Representative and quasi-representative designs for research on teaching. Review of Educational Research, 3: 265– 291. Fienberg, E. 1977. Next steps in qualitative data collection. Anthropology and Education Quarterly, 8: 50– 57. The characterisation of ‘psycho-statistical’ is taken from Stephen. Jusserand, Jean A.A.J. 1891. English Wayfaring Life in the Middle Ages, London: Fisher Unwin. Moorman, John R.H.spaceChurch Life in England in the Thirteenth Century Cambridge: Cambridge University Press, 1945; Clark, AlicespaceWorking Life of Women in the Seventeenth Century London: Cass, 1968; Godfrey, Elizabeth (Jessie Bedford)spaceHome Life under the Stuarts London: Grant Richards, 1903; Wood, Susan M.spaceEnglish Monasteries and their Patrons in the Thirteenth Century Oxford: Oxford University Press, 1955; Scott, William R.spaceThe Constitution and Finance of English, Scottish and Irish Joint-Stock Companies to 1720 3 vols. Cambridge: Cambridge University Press, 1910-12; Girouard, MarkspaceThe Victorian Country House Oxford: Clarendon Press, 1971; Lambley, KathleenspaceThe Teaching and Cultivation of the French Language in England during Tudor and Stuart Times Manchester University Press, 1920; Stowe, Ancel R.M.spaceEnglish Grammar Schools in the Reign of Queen Elizabeth New York, Columbia University Contributions to Education Teachers College Series, No. 22 1908. Rosenthal, Robert and Jacobson, Lenore. 1968. Pygmalion in the Classroom, New York: Holt, Rinehart & Winston. Anderson, Scarvia B., Ball, Samuel Murphy, Richard T. 1976. Encyclopedia of Educational Evaluation, 444 San Francisco: Jossey-Bass. See Michael Polanyi. 1969. Knowing and Being, London: Routledge & Kegan Paul. Surprise in a phenomenology of action might be seen as equivalent to falsification in experimental science. Not simply the study of schools but of classrooms, or deputy heads, or the teaching of science, or conferences, or staff meetings. Webb, Sidney and Webb, Beatrice. 1897. Industrial Democracy, p. xi London, Longmans: Green. Pepys, Evelyn, Boswell and Greville are perhaps the best-known examples to the historian. We lack anything of comparable quality from an educator though Matthew Arnold and Horace Mann have writings approximating this vein. The useful arts are evidence particularly in archaeology. But school desks and slates and buildings are important as evidence in the study of education. The classic case is the use of audio-tapes in the Watergate investigation. Von Ranke, Leopold, fromspacePreface to Histories of the Latin and Germanic Nations from 1494-1514 accessible in translation in Fritz Stern (1956)spaceThe Varieties of History from Voltaire to the Present London, MacMillan), 55-58, p. 57. von Ranke was in fact renouncing moral judgement for descriptive history rather than asserting the possibility of objectivity against subjective but informed judgement. “To history has been assigned the office of judging the past, of instructing the present for the benefit of future ages. To such high offices this work does not aspire: it wants only to show what actually happened (wie es eigentlich gewesen”. The position is remarkably close to the illuminative evaluators who aspire not to judge but to invite judgement. Schutz, Alfred. 1972, German 1932. The Phenomenology of the Social World, 222 London: Heinemann Educational. Ibid 221. Wilson, Stephen. 1977. The use of ethnographic techniques in educational research. Review of Educational Research, 47: 245– 265. Ibid. 251. Levi-Strauss, Claude. 1968. “ Introduction: history and anthropology”. In Structural Anthropology, 1– 27. 18 London: Penguin Books, Peregrine Books. 1977. Citing Literature Volume4, Issue2September 1978Pages 21-39 ReferencesRelatedInformation" @default.
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