Modern educational research.

Abstract

^^LTHOUGH some students are disturbed by the difficulty of arriving at a definition which is not the definition, definitions are valuable if we assume that they are an aid to understanding a concept and not a means of formmg dogmatic categories. DefinitionsThe present-day nature of educational research is much more difficult to describe than the casual teacher-observer would suspect. In spite of the fact that nearly every leader in education has defined the field, some educational practitioners in the public schools stUl conceive of research in a narrow, thesis writing kind of framework. Stein has said that there are but two kmds of research-static and dynamic. Even the venerable W. W. Charters used the terms "pure research" and "practical research," which today smacks of name-calling. W. H. Kilpatrick has cited three basic methods of research-scientific, historical and philosophical; however, Whitney declared that this was not a logical categorization.There are many definitions of research, some of which would