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Postqualitative inquiry is a research philosophy proposed by University of Georgia Professor of Education Elizabeth St. Pierre [1] in 2011 that advocates for an intentional deconstructive stance toward concepts within traditional research methods on human subjects, such as interviews, data analysis, and validity. [2]
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The Reports of the Commissioners of Inquiry into the State of Education in Wales, commonly referred to in Wales as "The Treason of the Blue Books" or "The Treachery of the Blue Books" (Welsh: Brad y Llyfrau Gleision) or just the "Blue Books" are a three-part publication by the British Government in 1847, which caused uproar in Wales for ...
However, the academic freedom of university professors is a fundamental principle recognized by the laws of the Republic, as defined by the Constitutional Council; furthermore, statute law declares about higher education that "teachers-researchers (university professors and assistant professors), researchers and teachers are fully independent ...
Austin's theory is also somewhat brief in his explanations of Constitutions, International Law, non-sanctioned rules, or law that gives rights. Insofar as non-sanctioned rules and laws that allow persons to do things, such as contract law, Austin said that failure to obey the rules does result in sanctions; however, such sanctions are in the ...
The community of inquiry is broadly defined as any group of individuals involved in a process of empirical or conceptual inquiry into problematic situations. This concept was novel in its emphasis on the social quality and contingency of knowledge formation in the sciences, contrary to the Cartesian model of science, which assumes a fixed ...
In his Logic: The Theory of Inquiry (1938), Dewey gave the following definition of inquiry: Inquiry is the controlled or directed transformation of an indeterminate situation into one that is so determinate in its constituent distinctions and relations as to convert the elements of the original situation into a unified whole. (Dewey, p. 108).
General Education in a Free Society, also known as the Harvard Redbook, is a 1945 Harvard University report on the importance of general education in American secondary and post-secondary schools. It is among the most important works in curriculum studies .