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Reframing Educational Research: Resisting the 'what works' agenda

Editat de Valerie Farnsworth, Yvette Solomon
en Limba Engleză Hardback – 31 mai 2013
Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity.
In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. It problematises a ‘what works’ agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education.
At its core Reframing Educational Research challenges 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.
Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice.
Reframing Educational Research is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.
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Specificații

ISBN-13: 9780415529150
ISBN-10: 0415529158
Pagini: 280
Ilustrații: 19 b/w images and 8 tables
Dimensiuni: 156 x 234 mm
Greutate: 1.22 kg
Ediția:New.
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Public țintă

Professional

Cuprins

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


Descriere

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.