• Collaboration in Teaching about Science Teaching
  Dr. Stephen Keast and Dr. Rebecca Cooper

• 'Nature of Science' in B.El.Ed. Course
  Ms Manisha Wadhwa Nee Dabas

• A Study on Prevalence of Conflict among Higher Secondary Teachers
  Dr. V. Thamodharan

• Relationship between Educational Values of Co-curricular Activities and Academic Achievement of Higher Secondary Students
  Dr. G.N. Sunith Kumar, Dr. S. Arockiasamy, A.K. Samudram

• Effectiveness of Inquiry Training Model on Achievement in Science of Secondary School Students
  Ms. V.P. Smitha,

Editorial: Indian Educational Researcher Volume 3, Issue 2, July – December 2010
Dr. P.S. Balasubramanian.
Editorial Notes July 28, 2010, Pages: 01-01.

1ndian educational researcher is still under the grip of the positivist tether that he subjected himself to rather willingly initially hoping to get parity of esteem with the physical science researcher. But the positivist paradigm works well with the reactive subjects in the physical science researcher where description, explanation, prediction and control over the subjects is the main objective.

Educational researcher's main objective is not to have an absolute objective description or explanation of his not only reactive but proactive interactive and transactive subjects but to understand and interpret the subjects' behaviour, not from his perspective but from their perspective. And for this the physicist positivist paradigm is not of much help to him as his research experiences under this paradigm prove.

The main philosophy of positivist paradigm is 'scienticism' with its deductive logic using which the researcher verifies: his highly probabilistic preconceived notions about the variables in the phenomenon, in the 'thing' being studied on the basis of empirical evidences of Quantitative data collected through objective tools. In this 'thing' research (research on things) the reactive subjects are brought under control and changed to serve the researcher best.

Educational researcher's main concern is 'why' rather than 'what' or how of human actions. It is understanding and interpretation of the meaning the 'subjects' the people, with whom (not on whom) have about their actions. His research process derives its sustenance from an interpretive, hermeneutic philosophy and inductive and abductive logics. In human researches the benefit is more to the researched (people with whom the research is undertaken) than to the researcher. It is not to his advantage alone but to their advantage. Mainly Educational research is not for initiating change from above by an authoritarian external agency but for empowering the people to have the 'authority' to bring about change ridding of their misunderstanding and myth about their current behaviour.