Educational Research and Evaluation
by Jillian Maling & Bruce Keepes - 1985
Both research and evaluation attempt to inform, to impart knowledge. Both are activities that aim to get at the truth. They are not, of themselves, forms of knowledge or ways of knowing. One assumes that both researchers and evaluators know. One reads research and evaluation reports in order to inform oneself, to know, and to understand. However, in both research and evaluation the form of knowledge has, until the last ten to fifteen years, been drawn largely from a single paradigm of knowledge. Indeed much of the work currently undertaken in educational research and evaluation in what might be termed the "mainstream" still exists within that single knowledge paradigm.
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