Reframing Educational Research (eBook, ePUB)

Resisting the 'what works' agenda
Redaktion: Farnsworth, Valerie; Solomon, Yvette

• Format: ePub

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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 264
• Erscheinungstermin: 7. Juni 2013
• Englisch
• ISBN-13: 9781135069650
• Artikelnr.: 39041650

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.

Inhaltsangabe

Dialogue One: Using Context Sensitive Theories to Rethink the 'What Works'
Research Agenda 1. Narratives of Learning and the Unintended Consequences
of Lifelong Learning Policy Sue Webb 2. Using Theory to Understand Policy
Distortions in the Context of Performativity and Marketisation Geoff Wake
3. How do Mathematics Teaching Enhancement Programmes 'Work'? Re-thinking
Agency in Regulative Times Yvonne Barnes, Fiona Cockerham, Una Hanley and
Yvette Solomon 4. How do you make Doctors? Emma Pearson, Janine Carroll and
Tim Dornan 5. Participative Learning in Online Contexts: Focusing on
'participation' Erica McAteer, Mary Thorpe and Cormac Lawler Dialogue Two:
Engaging With Theory to Make Things Happen 6. Developing more Equitable
Education Systems: Reflections on a three-year improvement initiative Mel
Ainscow 7. Researching Complex Systems: Developing a language of
description Harry Daniels Dialogue Three: Refelcting on Issues in
Developing a Practice-Based Research Agenda in Education as a Way Forward
8. The Practice of Theory: Confessions of a social learning theorist
Etienne Wenger-Trayner 9. Using Diverse System Perspectives to Develop
Policy and Practice in an Answerable Way: The case of dyslexia support in
higher education Tim Deignan 10. Not Just So Stories: Practicing radical
discursive research for the benefit of educational practice Anna Sfard 11.
Research Cannot Define 'Best Practice' but it can Offer Tools for
Considering 'Which Practice': Working through theories of identity and
curriculum Valerie Farnsworth 12. Research Knowledge Production and
Educational Activity: A 'research path' approach Seth Chaiklin Dialogue
Four: Cautionary Tales on Research Use, Theory and Practice 13. Policy,
Mediation and Practice in Further Education: The contribution of CHAT
James Avis 14. Research, Policy and Professional Development: Designing
hybrid activities in third spaces Julian Williams and Julie Ryan