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Chen Schechter 《Interchange》2007,38(1):1-13
Educational researchers have urged school practitioners to shift from isolated patterns of work to a communal negotiation
of meaning in order to overcome problems in an uncertain environment. Nevertheless, researchers, in their inquiry processes,
are still bounded within a net of epistemological premises (from objectivism on the one hand to skepticism on the other) that
withhold a communal learning of schoolwork at this turbulent time. To overcome this impediment, perspectivism, as an alternative
research epistemology, is presented. Perspectivism acknowledges that the nature of any entity is evoked from the relationship
it maintains with other entities in the world. This research epistemology increases the burden and responsibility on educational
researchers, requiring to negotiate meaning through continuous discursive means in the scientific community. 相似文献
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Exploring the contexts of urban science classrooms. Part 2: The emergence of rituals in the learning of science 总被引：1，自引：1，他引：1
Christopher Emdin 《Cultural Studies of Science Education》2007,2(2):351-392
In Part 1 of this paper, I described the corporate and communal nature of research, teaching, and learning in urban science classrooms as both a theoretical approach to understanding, and way of viewing practices within these fields. By providing a new approach to theorizing the cultural misalignments that are prevalent in urban schools, I look to provide an informative tool for investigating under-discussed dynamics that impact science teaching and learning. In this body of work, I further expose the nature of the corporate|communal by describing practices that define communal practice. I do so conversant of the fact that synthesizing my previous work on corporate and communal practices necessarily pushes science education researchers and teachers to look for somewhat tactile explications of communal practices. That is to say, if communal practices do exist within the corporate structures of science classrooms, how do they present themselves and how can they be targeted? This paper begins a journey into such a study and focuses on student transactions, fundamental interactions and rituals as a key to redefining and attaining success in urban science classrooms. 相似文献
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Ian J. Hardy 《Educational theory》2012,62(5):517-533
In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual practice, the myriad ways such practice might be understood, and a conception of practice as historically informed. In making this case, Hardy draws upon social theorist Raewyn Connell's concept of “dirty theory,” and he uses an example of teacher professional learning in a rural community in southeast Queensland, Australia, to show how Connell's notion of dirty theory might be applied to research professional educational practice. Hardy maintains that such an approach has the benefit of making historically informed, context‐aware, and epistemologically sensitive generalizations available as resources for informing the work of researchers, policymakers, and practitioners. He concludes by providing examples of such generalizations as evidence of the potential of Connell's theory. 相似文献
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柴少明 《现代远程教育研究》2012,(4):35-40
计算机支持的协作学习（CSCL）是近年来教育技术和学习科学研究的热点,协作知识建构是CSCL的主要学习方式和学习目标,如何支持和促进协作知识建构是教育研究者和实践者关注的焦点问题之一。在社会建构主义和对话学习理论基础上建立的基于对话的教学设计和基于研究与实践的协作学习过程模型可以作为一种系统的教学模式,引入到CSCL学习环境中来支持协作知识建构。网络环境下协作学习困难和问题调查,以及CSCL课程实践证明：旨在提高学生对话能力,促进学生不同类型对话产生和发展,培养学生批判性思维能力的促进协作知识建构的教学设计和实施策略是有效的,学生在协作学习中能掌握并运用这些策略来促进协作学习。实现知识建构的目标。 相似文献
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ABSTRACT— Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an understanding of pedagogical goals. We need to build an infrastructure that supports sustainable collaboration between researchers and teachers and creates a strong research foundation for education. A primary agent of the lasting collaboration between researchers and practitioners in medicine is the teaching hospital, where researchers and practitioners work together on research that is relevant to practice and the training of young professionals. Education needs analogous institutions—research schools—that join researchers and teachers in living, community‐based schools. In these schools, practice shapes research as much as research informs practice. Research schools will provide a fundamental infrastructure for linking transdisciplinary research on learning with educational policy and practice. 相似文献
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Marilyn Leask 《Technology, Pedagogy and Education》2013,22(1-2):117-134
Abstract This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation. 相似文献
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Mary M. Atwater 《科学教学研究杂志》1996,33(8):821-837
This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc. 相似文献
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Eric Sanchez Réjane Monod-Ansaldi Caroline Vincent Sina Safadi-Katouzian 《Education and Information Technologies》2017,22(6):2805-2824
This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners. 相似文献
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Karen A. Gresty Wei Pan Troy Heffernan Andrew Edwards-Jones 《Teaching in Higher Education》2013,18(5):570-585
There is now considerable support in the higher education literature for research-informed teaching as a means of improving student learning, particularly where this involves students as co-investigators. Such an approach, however, comes with a number of risks that have received little pedagogic attention. This paper addresses that knowledge gap by advocating a novel approach to research-informed teaching which adopts a risk-management philosophy. We review the literature surrounding the challenges of this style of teaching and identify why a risk-management approach might be appropriate to address some of the inherent issues of research-informed teaching previously reported. Our findings indicate a range of potential risks associated with either the delivery, or non-delivery, of research-informed teaching. We offer a broad framework categorising these risks. Forming the basis of a wider risk-management approach, this framework could promote increased reflection and enhancement of teaching practice. 相似文献
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In a keynote address to the Teacher Training Agency Annual Conference, Professor David Hargreaves suggested that teaching could become an evidence-based profession if educational researchers were made more accountable to teachers. This systematic literature review set out to explore: how teachers use research; which features of research encourage teachers to use research findings in their own practice; whether medical practitioners make greater use of research findings than teachers; and approaches to dissemination. Two key ideas emerge from this review. First, there appear to be common barriers to research use in both medicine and in education. Findings suggest that there is a need to create a culture in the public sector which supports and values research. There are, however, a number of factors, which appear to be more specific to the education field. Key differences in the way that research knowledge is constructed in the social sciences has led to researchers being challenged about their findings, particularly in relation to the context, generalisability and validity of the research. For these reasons the development of communication networks, links between researchers and practitioners, and greater involvement of practitioners in the research process, have emerged as strategies for improving research impact. 相似文献
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The two‐stranded spiral shown in Figure 1 represents two aspects of the authors’ journey in becoming critical. The journey, conveyed through discussion, reflexive accounts and illustrations of particular and summary achievements, shows how Carr and Kemmis’s work has influenced the authors as action researchers, both individually and together, in nursing, over 16 years. The first strand unfurls their journey as they learned to develop their philosophical and theoretical understandings of action research as collaborative, emancipatory and transformational. They show how they now use innovative and creative methodologies to transform practice and, simultaneously, develop critical practice theory that draw on assumptions from different worldviews in the same study. Their second strand is concerned with the creation of critical communities of healthcare practitioners who undertake action research to transform themselves, practices and organisations. This strand shares the practicalities of an action research team genuinely involving stakeholders in the collaborative, democratic design of projects, their implementation and evaluation. Both strands are concerned with preparing practitioners as researchers of their own practice and with human flourishing as both the end and means of action research. Seven insights are presented. 相似文献
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Chris Brown 《Journal of Career Development》2002,29(2):109-127
Career counseling practitioners of varied training levels were surveyed regarding the extent to which major career theories and research data inform their work with clients. In addition, this study was interested in career counselors views regarding (a) how career theorists, researchers, and practitioners can work together to address the needs of career clients, and (b) how theory and research findings can be more relevant to practice. Survey findings revealed that licensed counselors and psychologists as compared to non-counselor trained career practitioners agreed to a greater extent that their degree program had adequately prepared them to provide career counseling by emphasizing theory and attention to personal and career issues, and were more likely to regard professional development activities as important to their career counseling effectiveness. Finally, practitioners had numerous comments regarding the utility of career theory and interventions, and suggestions for bridging the gap between theory and practice. 相似文献
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Ulrike Hartmann Jasmin Decristan Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2016,19(1):179-199
This paper sketches the debate on evidence-based educational practice focusing on teaching and instruction in schools. The authors review requirements that have to be fulfilled by educational research that aims to provide a basis for educational policy and practice. Specifically, they discuss the challenges that are associated with a notion of a sender-recipient relationship describing research and practice. Models for a stronger research-based connection with the field of educational practice are described. Subsequently, they show how the discourse on teaching and instruction that is prevalent in the educational sciences in Germany illuminates the inherent difficulties when teaching practice is expected to follow scientific evidence. The authors illustrate these two strands of the paper – communication between researchers and practitioners, and opinions about the constitution of ‘good’ teaching and instruction – by excerpts of interviews with researchers and teachers. 相似文献
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Design research (DR) has been an emerging research paradigm in the field of educational technology as well as in education generally for two decades. Educational design research integrates design and research into a socially responsible approach to inquiry related to learning and teaching. Given its still relative novelty, design research requires further discussion regarding what it is and how it can be effectively executed. Instructional Systems Design (ISD) is one of the major activities carried out by educational technologists. Both ISD and design research deal with the enactment of design to improve educational practice. This paper describes the differences and similarities between these two activities and addresses the implications of these differences and similarities for educational technology researchers and practitioners. 相似文献
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This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K–12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K–12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K–12 practitioners in their various roles as agents of social change. 相似文献
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Action research and the challenge of complexity 总被引：1，自引：0，他引：1
Mike Radford 《Cambridge Journal of Education》2007,37(2):263-278
Contemporary models of action research that are complementary to and in some cases promoted in UK Government policy tend to follow a loosely scientific methodology. They are reductionist in character and work on the assumption that linear processes of balanced interaction between causes and effects enables the practitioner to make controlled interventions and observe and record the effects. They are complementary to the school effectiveness paradigm and to the current climate of specific target setting and teacher accountability. Understanding educational situations and events in terms of complexity theory seriously challenges this view of how practitioners might research their work. Complexity theory leads us to view classroom events as subject to a multiplicity of variables that are non linear and dynamic in their interactions. This means that, to a substantial extent, educational events are much less predictable and far less under the control of particular elements, e.g., practitioners specific interventions, than this form of action research methodology leads one to expect. Teaching might have more in common with creative artistry and research taking something of the role of critique. This does not mean that practitioners cannot research their own practice but the relationship between the process of practice and research will need to be reviewed. The teacher researcher might take a broader and more holistic view of practice with a reduction in expectations with respect to planned outcomes. 相似文献
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Research–practice partnerships (RPPs) have been embraced as a way to increase the relevance of educational research for practice. RPPs typically focus on existing problems of practice and require researchers and practitioners to collaborate. However, RPPs are likely to operate differently across cultural contexts, and little is known about the contextually situated strategies researchers and practitioners in partnerships use to address problems in practice. This case study draws on data from a Norwegian RPP to outline one such strategy, participatory dialogue (PD). We locate PD in sociocultural theory as an instance of boundary crossing. PD is shown to be a culturally embedded multipronged tool for practitioners, readily usable for numerous purposes. However, leveraging situated strategies such as PD does not replace other strategies in RPPs; instead, situated strategies complement, enable, and enhance efforts to solve problems and build trust. We discuss the implications of leveraging situated strategies such as PD and its implications for RPPs. 相似文献