RADICAL TEFL

Scarth & Hammersley, M, Some problems in assessing the closedness of classroom tasks, in
Hammersely ed (1986), Case Studies in Classroom Research, Open University. Key
[Also see Scriven {1988} below]
Scheffler, I, (1974), Four Pragmatists: A Critical Introduction to Peirce, James … and Dewey,
RKP, pages 58-75 for Peirce on method. See the Introduction for a clear statement
which both places the pragmatists in context, and which explains their programme.
Schlipp, P.A. (1951)(ed), The philosophy of John Dewey: The library of living philosophers,
Tudor Publishing, New York. Esp. for the paper by Randall.
Scott, David (2000), Realism and Educational Research: New Perspectives and Possibilities,
Routledge- Falmer. Pp 1-7; 11-25; 36-60; 145-49. See esp. p. 2. for a summary of some
fallacies in research
Scott, D. (2003), Critical Realism and Empirical Research methods in Education, Journal of
Philosophy of Education, 39/4. On problems of claiming 'outsider perspective'.
Scriven M (1988), Philosophical Inquiry Methods in Education, in Jaeger, PM (ed),
Complementary Methods for Research in Education, pub. American Educational
Research Association, pp 131-51. On the need to analyse concepts used in research.
[Also see Scarth & Hammersley, above]
Seliger, H.W. (1983), The Language Learner as Linguist: Of Metaphors and Realities,
Applied Linguistics, 4/3
Seliger, H W & Shohamy, E, Second Language Research Methods (1989), Oxford University
Press. See pp. 56-61 on the need for conceptualisation; and pp. 43 & 49.
Shulman L. (1988), Disciplines of Inquiry: An Overview, in Jaeger (1988)
Sidorsky (1977)(ed), John Dewey: The Essential Writings
Skehan, P., (1998), A cognitive approach to language learning, OUP, esp. pp. 1-3; 60-62 &
ch. 11, which is : Learners, learning and pedagogy
Smith, John E., (1963), The spirit of American Philosophy, OUP. An introduction to the early
pragmatic philosophers, see esp. pp 8-18 on Peirce and pp 117-130 on Dewey.
Smyth, J. (1982), A teacher-development approach to bridging the research-practice gap,
Journal of Curriculum Studies, 14/4
Stenhouse, L (1975), An Introduction to Curriculum Research, Heinemann. Ch 10 for a
summary of his argument.
Suissa, J, (2006), Shovelling Smoke? The Experience of being a Philosopher on an
Educational Research Training Programme, Journal of Philosophy of Education, 40/4
Sugrue, C. & Day, Christopher, (2002)(eds.), Developing Teachers and Teaching Practice,
Routledge. See papers 3, 4, 6 & 13. Key.
Taleb, N. N. (2007), The Black Swan, Penguin. Especially see: Prologue, chs, 1, 5, 9 & 11.
Also see chs. 3,4 6 & 10. On bias, and other pitfalls in enquiry. Excellent.
Talisse, Rb & Aikin, SF (2008), Pragmatics: A Guide for the Perplexed. Continuum. Chs, 1,2
& 3, esp. 120-21.
Tarnas, Richard (1996), The Passion of the Western Mind. Pimlico. On the history of thought,
and on the connection between philosophy and methods of enquiry. Excellent. Esp. pp.
200ff., and the chapters on Aristotle and Kant. Or see Randall (1976)
Thayer, H.S., (1968), Meaning and Action: A critical history of pragmatism, Bobbs-Merrill,
see especially the following sections for a background to pragmatism: #9; #11 on Kant;
#15; & #20 on Peirce's theory of enquiry, also ch. 3 on John Dewey. A major study.
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