Peter Foster

Case Studies as Spurious Evaluations: The Example of Research on Educatioal Inequalities

This article notes that much case study research focusing on educational inequalities is evaluative in character, in the sense that it draws value conclusions. Moreover, the evaluative character of these conclusions is often implicit. We argue that practical evaluation of this kind is inappropriate in research reports. We then discuss the legitimate role that values can play in case study research, notably in providing the basis for identifying important topics for inquiry and in selecting explanations from among causal factors. We outline the obligations associated with this role: that the non-evaluative character of the conclusions of the research must be emphasised, and that the value assumptions used to frame descriptions and explanations must be made explicit. We conclude by briefly examining the implications of our argument for educational evaluation, for action research, and for the notion of internal critique that is central to critical research.

A Review of Reviews: structure and function in reviews of educational research

Reviews are one of the main means by which the findings of educational research are communicated to audiences outside the research community. In this article, we look at some aspects of the production of reviews in the light of this function. Attention is given to issues relating to the initiation of reviews, the definition of the field to be covered, the coverage and treatment of relevant research, and the drawing of conclusions. The discussion is illustrated by reference to some recent examples of reviews of educational research.

What Are Connolly's Rules? A Reply to Paul Connolly

Abstract This paper is a response to the critique by Connolly (in this issue) of my study of policy and practice in multicultural and anti‐racist education in a multiethnic inner‐city comprehensive school.