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Seamus Hegarty 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):243-257
The National Foundation for Educational Research (NFER) is now in its 50th year. Its mission and structure are outlined. The research programme is reviewed, and work in three illustrative areas — testing, programme evaluation and integration of pupils with special educational needs — summarized. Its information and dissemination activities are described. Finally, issues for future concern are addressed. 相似文献
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In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges. 相似文献
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Ethics committees have an important role to play in ensuring ethical standards (e.g. BERA, ESRC, RCUK recommendations) are met by educational researchers. Balancing obligations to participants, society, institutions and the researchers themselves is not, however, easy. Researchers often experience the ethics committee as unsympathetic to their research endeavour, whilst ethics committees find some research approaches do not make ethical implications sufficiently explicit. This potential for misunderstanding is evident in the literature, but studies investigating how participants perceive this relationship are missing. This research comprises a novel empirical study which explores researcher perceptions of research ethics committees. Fifty-five participants in higher education departments of education responded to an online survey. Open and closed-ended questions were used to collect data on roles, methodological stance, experiences of the research ethics committee, perceived tensions and examples of good practice. The results indicated that contemporary educational researchers regard research ethics committees as friends when researcher and reviewer are transparently engaged in a shared endeavour. When this shared endeavour breaks down, for a variety of reasons—including apparently unreasonable demands or mutual misunderstanding—the research ethics committees can become foes. The difference between foe and friend lies in the quality of communication, clear systems and a culture of respectful mutual learning. The contributions of this study have practical implications for the ways that education researchers and research ethics committees relate to one another within university settings, both to alleviate areas of tension and to arrive at a shared understanding which will enable best ethical research practice. 相似文献
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Rupert Wegerif 《British Educational Research Journal》2008,34(3):347-361
This article explores the relationship between ontological assumptions and studies of educational dialogue through a focus on Bakhtin's ‘dialogic’. The term dialogic is frequently appropriated to a modernist framework of assumptions, in particular the neo‐Vygotskian or sociocultural tradition. However, Vygotsky's theory of education is dialectic, not dialogic. From a dialogic perspective the difference between voices in dialogue is constitutive of meaning in such a way that it makes no sense to imagine ‘overcoming’ this difference. By contrast, due to the implicit assumption that meaning is ultimately grounded on identity rather than upon difference, the dialectic perspective applied by Vygotsky interprets differences as ‘contradictions’ that need to be overcome or transcended. A case study of research on exploratory talk is used to illustrate the potential for a fruitful relationship between ‘high level’ theory and research that is relevant to classroom practice. 相似文献
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《Journal of Further & Higher Education》2012,36(2):291-301
This article provides a citation analysis of Lave and Wenger’s work on ‘communities of practice’ and ‘situated learning’ over the period 1991–2001. The data relate to educational research in the UK, although comparisons are made with the USA. The findings indicate that although the text was incorporated and heavily used within educational research over the period of the study there were very few citations that could be identified as cumulative. The discussion considers the value of using citations as an indicator of quality within any research excellence framework and argues the case for taking a broader, more qualitative approach to assessing research quality in the social sciences. 相似文献
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Jesse Bazzul 《Educational Philosophy and Theory》2017,49(10):995-1005
This paper outlines a theoretical context for research into ‘the subject of ethics’ in terms of how students come to see themselves as self-reflective actors. I maintain that the ‘subject of ethics’, or ethical subjectivity, has been overlooked as a necessary aspect of creating politically transformative spaces in education. At the heart of egalitarian politics lies a fundamental tension between the equality of voices (or ways of being) and the notion that one way of being or one voice may be deemed more legitimate than another; which in turn puts the equality of beings into question. Building from Michel Foucault’s work regarding ethics and subjectivity, I suggest that a ‘subject of ethics’ can be viewed, in part, as a series of relations of self that form the horizon upon which a subject comes to work on themselves relative to moral codes and power relations. Ethical relations of self can be a useful concept for those interested in educational research that furthers social and ecological justice. In the conclusion of this paper I also discuss the limitations of locating ethics entirely within a constituted human subject. 相似文献
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Eleni Katsarou 《Educational Action Research》2017,25(5):673-686
From the very first moment action research started to be used in the social research field until now, it has presented significant variations. Action research looks like a mosaic of theoretical and methodological approaches, named differently from time to time and/or from place to place: for example, practitioner inquiry, practitioner research, teacher research, participatory action research, and so forth. The basic aims of this article are to find the reasons for this and to discuss the implications of the phenomenon. Starting with the first issue, we could ask ourselves: why do we today find so many and considerable variations in action research approaches in the literature? The evident reason is because action research draws upon many theoretical paradigms that – in some circumstances – are not only different, but also contradict each other. Hammersley states characteristically that action research draws upon positivism, pragmatism, hermeneutics, critical theory and postmodernism! After such claims, we can easily wonder: how can such a multi-paradigmatic approach compose cohesive methodological proposals? We can also pose another crucial question: although we can easily understand that this multi-paradigmatic nature is a real advantage which gives action research a pluralistic essence, is it really ‘a strong indicator of the power of action research to reinvent itself according to local needs’ as Somekh stated, or might it at the same time conceal serious risks? 相似文献
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Thomas C. Reeves Eunjung Grace Oh 《Educational technology research and development : ETR & D》2017,65(2):325-339
This paper presents an analysis of educational technology research with specific emphasis on determining how the research goals pursued and methods used have evolved over the 25-year period from 1989 through 2014. For this study, the contents of the Educational Technology Research and Development journal were analyzed over two six-year periods, first from 1989 to 1994 and second from 2009 to 2014, to identify the goals and methods of the studies specifically designated in the journal as “research papers.” Results indicate trends in the goals and methods employed in educational technology research that have implications for future research directions as well as for the preparation of graduate students and early career scholars to conduct educational technology research. 相似文献
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《牛津教育评论》2013,39(3-4):299-311
After years of being criticised in Britain as irrelevant to the task of raising educational standards, educational researchers have been invited to join in the improvement of policy and practice. Welcome though the invitation is, some views of how they should deserve influence reflect unrealistic or narrow definitions of really useful research. This paper argues against exaggerating the prospects for a science of teaching; against tying the national research agenda tightly to what are currently identified as 'central issues'; and for a broader approach to relevance than direct applicability to improving educational practice. 相似文献
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Maria Pietilä 《Higher Education》2014,67(3):303-316
The article examines academic leaders’ conceptions of research profiling. Global science policies, including the Finnish governmental policy, promote the identification of areas of research excellence and recommend resource concentration on them. However, as active agents, leaders may have competing, even conflicting views on the pros and cons of the institutional norm of selective research excellence and research steering. Drawing on the ideas of micro-level institutionalism, this study seeks answers to the following questions: What kinds of conceptions of research profiling do the academic leaders have? How are these connected to the goals that the leaders are trying to achieve with profiling? The data comprised 15 interviews with leaders at different organisational levels in two Finnish research universities. Two general conceptions of research profiling were identified: profiling as an instrument of strategic management and profiling as symbolic management. The conceptions were connected to various rationales, such as strengthening research and communicating to the external environment. By emphasising the variability and incoherence of leaders’ conceptions and the underlying rationalities, the study contributes to understanding how academic leaders make sense of the complex issues they face and how they cope with various demands. 相似文献
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Justine Mercer 《牛津教育评论》2013,39(1):1-17
This paper explores the challenges faced by educational researchers investigating the places where they work. It reviews the literature on insider research and draws upon the author’s own experience of researching faculty appraisal at two Higher Education institutions where she taught. It argues that the insider/outsider dichotomy is actually a continuum with multiple dimensions, and that all researchers constantly move back and forth along a number of axes, depending upon time, location, participants and topic. The assumption that one kind of research is better than the other is challenged, and the advantages and disadvantages of insider research are discussed in terms of access, intrusiveness, familiarity and rapport. Finally, three dilemmas relating to informant bias, reciprocity in interviews, and research ethics are examined from an insider researcher’s perspective, and the ways in which the author responded to these dilemmas at different points in her own four‐year two‐site study are critiqued. 相似文献
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This paper presents the results of an investigation to use arc-length mesh generation and finite volume TVD scheme to calculate Euler equations for predicting the effect of geometry parameters in reducing the drag force and improving the lift-drag ratio of grid fin in the supersonic flow regime. The effects of frame and web, whose cross section shape and thickness and spacing, on the aerodynamic character of the grid fin were studied. Calculations were made at Mach 2.5 and several angles of attack. The results were validated by comparing the computed aerodynamic coefficients against wind tunnel experimental data. Good agreement was found between computed and experimental results. The computed results suggest that parameters of the grid fin's frame have the greatest effect on the grid fin aerodynamic character, especially on its drag force. It was concluded proper choice of appropriate grid fin geometry parameters could reduce the drag force and improve the lift-drag ratios. 相似文献
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Oksana Parylo 《Studies in Educational Evaluation》2012,38(3-4):73-83
This sequential mixed methods study analyzed how program evaluation was used to assess educational administration and examined thematic trends in educational evaluation published over 10 years (2001–2010). First, qualitative content analysis examined the articles in eight peer-reviewed evaluation journals. This analysis revealed that numerous studies have examined educational topics; however, very few of these studies (5 in total) solely focused on evaluating educational administration. Second, quantitative comparison of articles in three select journals (N = 671) showed that in these educational journals, major foci of the published studies were on teaching and learning (20%) and assessment and achievement (13.9%). In comparison, educational administration and leadership was among the least examined (2.3%), being second only to homeschooling (1.6%). 相似文献
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This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector. 相似文献
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Chris Rust 《International Journal for Academic Development》2013,18(1):72-80
Abstract Workshops are common practice as a staff and educational development tool in higher education around the world, yet while it is common to seek participants’ immediate reactions there been little attempt made to measure their impact. This paper reviews the available literature on the effectiveness of workshops and reports the findings of a study in to the effectiveness of 33 workshops delivered by the Oxford Centre for Staff and Learning Development over a four month period. The study used questionnaires at the end of the workshops and four months later, and these were followed up by telephone interviews with a sample of participants. The study demonstrates that workshops can lead to changes in practice, and that these changes are themselves deemed to be successful by those involved. In addition, where at the end of a workshop participants report that they are likely to make changes this can be used as a reasonably accurate predictor of subsequent change. The features of workshops identified in end‐of‐workshop questionnaires which are linked with likelihood of subsequent change are also reported. 相似文献
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