Reframing Educational Research
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It is generally agreed that the problem of research use in education is multifaceted, involving a combination of issues attributed not only to the user end but also to the production end of research itself. This book uses a variety of context-sensitive theoretical approaches (e.g. Cultural Historical Activity Theory, discourse analysis, and Communities of Practice) to understand practice, enabling us to interrogate assumptions and to consider the possibilities for the application of research in the pursuit of evidence-based practice. At its core this book focused on two commonly held…mehr

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Produktbeschreibung
It is generally agreed that the problem of research use in education is multifaceted, involving a combination of issues attributed not only to the user end but also to the production end of research itself. This book uses a variety of context-sensitive theoretical approaches (e.g. Cultural Historical Activity Theory, discourse analysis, and Communities of Practice) to understand practice, enabling us to interrogate assumptions and to consider the possibilities for the application of research in the pursuit of evidence-based practice. At its core this book focused on two commonly held assumptions: * that "best practice" is readily identifiable in a way that is then transferrable to new contexts for use by practitioners more widely, and * that theory will not help with what to do on Monday morning in the classroom or in developing policies with direct and visible impact. As the writers show these assumptions betray misconceptions about theory and practice which need to be explicitly addressed and unpacked. To understand better the realities of the situation the international contributors provide a range of perspectives on theorising and practicing which explicitly consider the relationships between these activities which are too often, and mistakenly, treated separately.
Autorenporträt
Valerie Farnsworth is a Research Fellow at the University of Leeds in the School of Education's post-14 education research group, where she focuses on curriculum studies. Yvette Solomon is Professor of Education in the Education and Social Research Institute, Manchester Metropolitan University, and Professor II in Mathematics Education in the Faculty of Education and International Studies, Oslo and Akershus University College of Applied Sciences.