Required Textbooks
Crotty, M. (1998). The foundations of social research. SAGE Publications (A copy is available at UNT’s Library)
Paul, J. (2005). Introduction to the Philosophies of Research and Criticism in Education and the Social Sciences. Pearson. (A copy is available at UNT’s Library)
Stanford Encyclopedia of Philosophy; http://plato.stanford.edu (Available online)
Selected articles:
Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using activity theory to shape methodological tools. Innovations in Education and Teaching International, 46, 265-277.
Capper, C. (1999). (Homo)sexualities, organizations and administration: Possibilities for In(queer)y. Educational Researcher, 28(5), 4-11.
Danforth, S. (2006). From epistemology to democracy. Remedial and Special Education, 27(6), 337-345.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconcept-ualization. Journal of Education and Work, 14(1), 133-156.
Howe, K.H. (1985). The dogmas of educational research. Educational Researcher 14(8), 10-18.
Howe, K. R. (2009). Positivist dogmas, rhetoric, and the education science question. Educational Researcher, 38, 428-440.
Jackson, A. Y., & Mazzei, L. A. (2013). Plugging One Into Another: Thinking With Theory in Qualitative Research. Qualitative Inquiry.
Labaree, D.F. (2011). The lure of statistics for educational researchers. Educational Theory, 61(6), 621-632.
Ladson-Billings, G. & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47-68.
Mackenzie, N.,& Knipe, S. (2006). Research dilemmas: Paradigms, method and methodology. http://www.iier.org.au/iier16/mackenzie.htm
Nussbaum, E.M. (2011). Argumentation, dialogue theory, and probability modeling: Alternative frameworks for argumentation research in education. Educational Psychologist, 46(2), 84-106.
Pallas, A. M. (2001). Preparing education doctoral students for epistemological diversity. Educational Researcher, 30(5), 6-11
Patel, L. (2016). Decolonizing educational research, from ownership to answerability. Routledge.
Roth, W., & Lee, Y. (2004). Interpreting unfamiliar graphs: A generative, activity theoretic model. Educational Studies In Mathematics, 57(2), 265-290.
Scherff, L. (2008). Disavowed: The stories of two novice teachers. Teaching and Teacher Education, (24)1317-1332.
St. Pierre, E.A. (2000). Poststructural feminisms in education: An overview. International Journal of Qualitative Studies in Education, 13(5), 477-515
Teräs, M. & Lasonen, J. (2013). The development of teachers’ intercultural competence using a Change Laboratory method. Vocation and Learning: Studies on Professional and Vocational Education, 5(2), 1-30.
O'Grady, G., Clandinin, D. J., & O'Toole, J. (2018). Engaging in educational narrative inquiry: making visible alternative knowledge. Irish Educational Studies, 37(2), 153-157.
