"In seeking to improve the quality of educational practice, our concern is about how educational research can address the complexity and the messiness of practice-in-context which call into question the adequacy of conventional methods, the desirability of generally applicable research and policy standards, and the philosophies of science that prescribe narrow views of these issues. Our hope with this collection of papers is to bring such issues before the educational research community in order to foster discussion of what might be called the politics of the science of the U.S. accountability movement in public education, particularly the implications of legislative efforts for qualitative research in education."
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