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Examines what theory means for both student and researcher and questions whether the confidence in educational theory is justified. This book also examines some theoretically significant influences on educational thought and practice in the twentieth century. It is intended for academics, researchers, teachers and students of education.
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'... a masterpiece ... long overdue'
--Professor Judy Sebba, University of Sussex, UK and member of 2008 RAE panel for Education
Gary Thomas is Professor of Education at the University of Birmingham. His work on theory in education follows a Leverhulme Research Fellowship, and his publications on educational enquiry include Evidence-Based Practice in Education (Open University Press, 2004) and articles in many journals, including the Harvard Educational Review.
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