Theory Building In Educational Research

Nigel Kettley is an academic holding various degrees in sociology and education; holding a Ph.D. in sociology of education. Academic Director & University Senior Lecturer (Institute of Continuing Education) in Educational research and Social Science, Cambridge. Governing Body Fellow, Wolfson College; an active researcher in many fields like social stratification, educational practice, and theory building. The author’s research interest falls in the fields of history of educational attainment; public policy in higher education; gender and social class theory; and mixed-method research and theory building.

Social science covers many fields like psychology, education, politics, geography, art, heritage, and others. Research students benefit from the many methods mentioned herein in conducting research for the fields above. Researchers, in general, may use the advanced knowledge here about the pros and cons of various research methods; areas of defects in the application, and how to avoid these defects. More important here the author defines what unproductive research that is for any individual working in the research field to avoid time and money waste. If you are involved in criticism this book gives you a wide range of knowledge to use in your work whether you are a writer or a critic as the author covers the proper way to criticize any theory in social science. Finally, if you are a Ph.D. student conducting comparative research on the way of theory building in different fields ( refer to the book reviews of theory building in my other articles); or need the knowledge about the proper procedure and theory-building process then this book is a brilliant resource.

The book is written in high-level English. The book theme is centered on the alternative theory-building model STTB synthetic and transformative theory building. This model seeks to delineate a set of criteria to judge the power of explanations and to solve the crisis of theory building in educational research. Nigel describes the 4 F’s of the model (canons); the foundation of knowledge/frameworks for collecting data and analysis/fulfillment and future inquiry. As the author says that this model combines the educational studies logic with Cambridge school principles such as empiricism/ practicality/ anti-categorical / relationality/holism as a route for a strategy in theory building. The writer identifies the three problems an educationalist might encounter when adopting the STTB model. First, the model is de facto about resolving social problems. Explanatory products created from the application of STTB must rely on the ability and account for social behavior as empirically observed not inspiratory selected from data. Second, collective behavior patterns are the base to resolve the divergent results in data sets when developing conceptual and theoretical representations. Third, STTB model critics argue that elements of competing theories or paradigms can not be cross-pollinated or synthesized.

The book gives a clear indication in its introduction that the book is about the processes involved in generating, refining, and testing theories in education studies; how the numerous books about the various methods of research fall short in providing comprehensive guidance for conducting research. He shows that his book not only as he says “ plug a gap” in the intellectual market by providing theoretical frameworks, but an innovative account of the requirements, practices, and possibilities of theory building. Theory criticism should be towards potential corrections. He highlights two important matters the crisis of theory building in educational research and the dangers of existing theory-building strategies for educational policy.

As I have defined earlier the book theme is purely for educational studies and research; it provides many theoretical concepts within the philosophy and logic of theory building and their models. The author provides a map flow chart as guidelines for practitioners to use in research as well as a diagram of designing a large-scale mix method research project. In his application of this model (STTB)  he mentions many applications from practice like the development of bursaries for low-income students in the UK and the development of relevant educational policies. Another example from practice is the research of high school student’s survey of their experience and the factors affecting their university choice.

The book is full of nested ideas and information. The chapters are well connected starting from the introduction to theory building; the crisis and the possible corrections in educational research; the paradigm wars and the philosophies and methodologies and theory building. For that, he then introduces the new model of theory building the STTB; the application of the model, and examples from practice in educational studies. Finally, he provides prospects and promises.

Most of the chapter’s ideas and information are to date relevant and from studies conducted at the time of the book’s publication. The book is accompanied by flow charts, graphs, tables, and illustrations that make the reader understand the alternative proposed model easier and simpler. The book title is a direct reflection of the book content as the whole book talks about educational research and theory building.

When a reader skims the index he will expect a direct relation between the index components and the chapters of the book. Every part of the index connected with a chapter comprises the exact subject and explanation and discussion about the subject and related topics from research and practice.

Nigel has provided a book of a wealth of knowledge and information on almost every page of the book of research, study, argument, discussion, and paper work relevant to the topic and subject of the chapter. The book is full of references within its papers and a massive amount at the end of the book.

Why did I read this book? To answer this question you need to read my previous reviews of theory building books published here on the website. When I was researching the paradigm shift in the UK planning system and after I graduated I was not satisfied with the information collected from research, papers, and council meetings. I decided to go further in obtaining knowledge about theory building and the differences in its processes in various fields like social science, science, applied discipline, and art to stand on the reality of a paradigm shift and how to identify it properly.