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Epistemology, Science, and the Politics of Educational Research


by Aaron Cooley — December 18, 2007

I was delighted to read Neil Eckardt’s (2007) commentary “The Prevalence of Qualitative Methodology at AERA’s Annual Meeting and the Potential Consequences.” The questions he raised about ideology in educational research are important. For raising these questions, I commend his effort at establishing a dialogue on the related issues. That being said, I would not be responding to the commentary, if I were not troubled by many of the statements, assertions, and conclusions that he makes in the piece.


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Cite This Article as: Teachers College Record, Date Published: December 18, 2007
http://www.tcrecord.org ID Number: 14862, Date Accessed: 10/19/2017 1:33:45 AM

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About the Author
  • Aaron Cooley
    The University of North Carolina at Chapel Hill
    E-mail Author
    AARON COOLEY holds undergraduate and graduate degrees from the University of North Carolina at Chapel Hill. He has mentored, tutored, and taught students in a diverse range of educational settings. Previously, he worked at the North Carolina General Assembly. His writing has appeared in Educational Studies, Educational Theory, History of Education Quarterly, The Journal of the Philosophy of Education Society, Law and Politics Book Review, and the Political Studies Review. Aaron is dedicated to improving the educational and economic opportunities of all Americans through innovative ideas in public policy.
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