This volume develops in more detail the argument of Turner's Theory of Education (2004) that most educational research (called single centered) is misguided and useless for policy decision, because it assumes that individual causal conditions, such as student background or teacher preparation, determine educational outcomes...the arguments are strong and worthy of consideration by researchers and policy makers. At least one of Turner's volumes should be included in any academic library. Summing Up: Highly Recommended. Graduate, research, and professional collections. - G. E. Hein, CHOICE, May 2008, Vol. 45 No. 09 -- G. E. Hein
'David Turner is an original and innovative scholar and his views on research, policy and pedagogy are socially reconstructionist, if not pedagogically challenging. He opens a new door to thinking in a new way on the nexus between research, policy and classroom pedagogy. This is a must read for reflective, critical and transformationalist educators, researchers and policy makers.' -- Educational Practice and Theory
Praise for the hb of 'Theory of Education' includes: To fellow academics may I say this: Don't put it unread on your students' reading list. Tackle it for yourself, for this is seminal. Professor Michael Bassey I think every chapter has an important idea in it, and the last sentence happily promises a sequel. Tyrell Burgess, Professor Emeritus in the Philosophy of Social Institutions, University of East London. I thought the book was provocative and original ... Patricia Broadfoot, Pro Vice-Chancellor and Professor of Education at the University of Bristol ... a surprisingly interesting read. John Fazey, Director Centre for Learning, Development and Training, University of Wales, Bangor * Blurb from reviewer *
