CHRISTOPHER WINCH has taught in the primary, further and higher education sectors. Trained in Philosophy, he is also a qualified and experienced empirical researcher in Education. As well as writing on numerous topics in the Philosophy of Education, he has taken part in many research projects in Britain and Europe including the ongoing ESRC project "Opportunity, Equality and Agency in England's new VET Landscape: a Longitudinal Study of Post-16 Transitions".

Foreword vii
Preface xi
1 Introduction: What Is the Question? 1
2 A Criterial Conception of Truth and Objectivity: Its Relevance to Educational Research 21
3 Why Empirical Educational Research Needs to Be Taken Seriously 41
4 The Concept of an Educational Explanation and an Account of What Explanatory Adequacy Should Look Like 61
5 How Good Is Empirical Research - Disaster or Success? 81
6 Could Empirical Research-Based Knowledge Be Cumulative? 103
7 Converging Explanations: Quantitative and Qualitative Methods and How They Are Related 123
8 Intervention Studies, Experimental Methods and Evidence-Based Policy 141
9 Case Study 1: Bernsteinian Sociolinguistics 161
10 Case Study 2: The Comparative Study of Vocational Education 181
11 Case Study 3: School Effectiveness and Improvement Research 201
12 Case Study 4: Research on the Teaching of Reading Debate and on Dyslexia 219
13 Educational Faddism and How to (Possibly) Avoid It 239
14 How Philosophical and Empirical Research Can Work Together 259
15 Prospects for Empirical Educational Research and Its Future Relevance to Policy and Practice 275
References 293
Index 307