Literaturnachweis - Detailanzeige
| Autor/in | Cummins, Jim |
|---|---|
| Titel | Alternative paradigms in bilingual education research. Does theory have a place? |
| Quelle | In: Educational researcher, 28 (1999) 7, S. 26-32Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 34 |
| Sprache | deutsch; deutsche Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| Schlagwörter | Forschung; Methode; Methodologie; Pädagogische Forschung; Forschung; Methode; Schulpolitik; Theorie; USA; Schulpolitik; Methodologie; Bilingualer Unterricht; Bilinguale Erziehung; Forschungsstand; Theorie; USA |
| Abstract | The author critizises that interpretation of research on bilingual education (BLE) in the last 25 years has been highly controversial and confusing; the main cause of this "is the extremely limited way in which educational researchers have examined the research ... on this issue. The dominant assumption among academic opponents and advocates of BLE has been that we can draw policy-relevant conclusions regarding the effectiveness of BLE only from 'methodologically acceptable studies'". he author calls this assumption the "research-policy" paradigm and develops an alternative paradigm: the "research-theory-policy" paradigm which "claims that the relevance of research for policy is mediated through theory: ... data or 'facts' become relevant for policy purposes only in the context of a coherent theory. It is the theory rather than the individual research findings that permits the generation of predictions about program outcomes under different conditions." The paper examines how these two paradigms "have been employed in the BLE debate and the policy- relevant findings that each yields." (DIPF/Bi.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2001_(CD) |
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