RADICAL TEFL

Cassirer, E (2000), The logic of the cultural sciences. Yale University Press. See the
translator's introduction & pp. 1-19. On some limitations of 'scientific method'.
Chalmers, A.F., (1978 2 nd ed.), What is this thing called science?, Open University Press.
Chs. 5 & 6, & esp. pp 38-79 for a clear discussion of falsificationism and its
limitations. Also a section on thought experiments
Claxton, G., (1996: 47-53), Claxton, G. (1996), Implicit theories of learning. In Claxton , G.
et al (eds) (1996), Liberating the learner: lessons for professional development in
education, Routledge
Cohen, Andrew (1984), Studying Second-Language Learning Strategies: How do we get
Information? Applied Linguistics 5/2. Esp 101-105. On researching internal processes.
Confrey, J, (1991), Learning to Listen: A student’s understanding of the powers on ten, in
Glasersfeld, E. von, Radical Constructivism in Mathematics Education (1991)
Cooper, P. & McIntyre, Donald (1996), Effective teaching and learning: teachers' and
students' perspectives, Open University Press. See pp. 13-15; 153 & 157; and ch. 4. On
teaching as craft.
Croce, P.J. (1995), Science and Religion in the era of William James: Eclipse of Certainty
1820-1880. University of North Carolina. A study of the beginning of the erosion of
certainty on science. See: the Introduction; pp. 54-59; ch. 4 on Darwin's method of
enquiry; ch. 7, Peirce and the elusive uncertainty of science, & pp. [207-14]
Day, C., (1995), Qualitative Research, Professional Development and the Role of Teacher
Educators, in British Educational Research Journal, 21/3. On Action Research.
Denzin, N K & Lincoln Y S, (eds)(2000, 2 nd edn.), Handbook of Qualitative Research, SAGE.
A well-selling textbook in the USA. However, the authors of the articles are generally
quite unreflective and uncritical of their claims, and articles are generally polemical,
and do not identify or discuss underlying issues and problems in educational research.
Dewey, J. (1910, 1933), How we Think, Heath & Co. See pp. [145-56]. (References are from
the 1910 edition [2012 Martino Publishing reprint], and which is 20% shorter than the
re-written 1933 edition)
Dewey, J. (1916), Essays in Experimental Logic, University of Chicago Press / EMERO
reprint. Esp. see: the Introduction sections I, II & III; also see chs. II & ch. VI. For an
early statement of his theory of enquiry.
Dewey, J (1920, 1948), Reconstruction in Philosophy, The Beacon Press, see: ch.1 [esp. pp.
3 & 6]; & also pp. 142-47. Also available in a cheap General Books LLC Memphis
USA reprinted edition, but with quite different pagination.
Dewey,J. (1929, 1984), The Quest for Certainty, ed Jo Ann Boydston, Southern Illinois
University Press, chs 1, 8 & pp. 80-86; 136-45 & 218-22;
Dewey, J., (1939, 1986), Logic: The Theory of Enquiry, pp. 101-111; 143; 160; 164; 170;
232-41 Unwin. This is Dewey's full statement on methods of enquiry, and develops
ideas in his (1910/1933 & his 1916). Now available in an edition by Jo Ann Boydston,
Southern Illinois University Press. (Volume 12 of Dewey's Later Works). Go to 'USA
Amazon Books' for second-hand copies of this. Page references in the text are from the
1986 edition (pagination of this edition differs from the 1939 edition)
Dornyei, Z (2007), Research Methods in Applied Linguistics. OUP. As with R.Ellis (2008)
and Denzin (2000), this book appears to be thorough, but underneath the technical and
reductionist presentation there is little apparent awareness of deeper methodological
issues, pitfalls and problems in carrying out and evaluating educational research.
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