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In this paper, the so far hardly explored history of empirical educational research (Bildungsforschung) in West Germany between 1945 and the 1990s is examined and roughly surveyed. The focus is on the 1950/1951 established German Institute for International Educational Research (DIPF) in Frankfurt on the Main, whose foundation was closely linked to the policy of the US occupation forces in Germany. Also considered is the history of the Berlin Max Planck Institute for Human Development (MPIB), which was founded in 1963. It is suggested that the Frankfurt institute was a pioneer of educational research and that its foundation took place quasi-necessarily as a non-university institute due to the political and scientific context conditions at the time. Therefore, the history of the MPIB can be understood adequately only on the background of the DIPF’s history and the further development of educational research should be analyzed with special regard to the specific conditions of non-university research in Germany. Looking ahead, the desideratum of a transnational history of empirical educational research in West Germany is outlined which basically fathoms the development of science as a result of complex interactions with other social knowledge and action fields. 相似文献
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Maria Ampartzaki Maria Kypriotaki Catherine Voreadou Antonia Dardioti Iasmi Stathi 《Educational Action Research》2013,21(1):4-27
This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children’s activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new ‘knowledge strategy’, which in theoretical terms will guide future developments. 相似文献
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Action research with principals: gain,strain and dilemmas 总被引：1，自引：1，他引：0
Jorunn Møller 《Educational Action Research》2013,21(1):69-91
The scientific status of action research is characterised by confusion and disagreement. This article discriminates between action research identified with professional work in schools and action research as a research strategy. Action research as professional work, does not have the same claim on documentation and publication, and can better be described as critical inquiries or action learning to separate this from a research strategy. This article discusses strengths and weaknesses of action research as a research strategy, and its potential of generating theory about educational leadership. First, the article focuses on how practitioners in collaboration with external researchers played a generative role in developing an analytical framework which gave a better understanding of educational leadership within a specific context. A dilemma language for educational leadership was constructed in order to capture important aspects of principals' work, and the analysis of experienced dilemmas highlighted a perspective of leadership as relational and dialectic. Secondly, the article gives an analysis of the researcher's dilemmas which emerged as significant through action research methodology. The dilemmas were related to goals of action research, to the role as an external facilitator and to publications of findings. It was impossible to escape from situations where different interests emerged and there always seemed to be a trade-off. The article underlines that an analysis of the role of self in social inquiry serves as a critical context in order to understand the research findings. 相似文献
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Kathryn Ecclestone Joanna Swann 《Assessment in Education: Principles, Policy & Practice》1999,6(3):377-389
Current debate about assessment in higher education raises educational and political issues. Lecturers who wish to make their assessment more reliable and rigorous, as well as more effective in improving students' learning, need more than technical help to do so. This paper reports findings from an action research project which focused on assessment practice at the University of Sunderland, UK. It highlights tensions between genuine educational concerns to improve practice and more instrumental pressures, for example, to defend one's assessment practice from challenges by students, colleagues and external bodies. It is argued that improvement, rather than mere change, will require the commitment of people who possess intimate day-to-day contextual knowledge of assessment, and who recognise its educational and political complexities. The findings highlight two areas for further research: ways of inducting and involving students in an 'assessment community', and institutional staff development designed to improve assessment practice. 相似文献
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Several writers have appealed to the literature on communities of practice as a way of thinking about the nature of educational research. In this paper, I look at the benefits and dangers of doing this. There seem to be two main sorts of lesson that have been drawn from this literature, one about research as an activity in its own right, the other about its relationship to educational practice. These ideas certainly suggest some important points about educational research itself, for example countering the notion that it could involve merely following an abstract set of methodological rules derived from the model of natural science. However, there have long been criticisms of this type of naturalism, and so there is a question about whether the literature on communities of practice adds anything distinctive in this respect, for example by comparison with the work of Kuhn in the history and philosophy of science. There is also the issue of whether educational research is a single community of practice, or is a field containing multiple such communities; and whether the literature on communities of practice effectively rules out any attempt at community building as against the organic growth of local cultures. The second strand of argument, this time about the relationship between research and educational practice, is potentially very radical in its implications. Indeed, I will suggest that it threatens to eradicate educational research as a distinctive form of activity. However, it raises some serious questions about the literature on situated learning in communities of practice, concerning the roles of reflection, propositional knowledge and narrative. While not wishing to deny the value of this literature, I conclude that any application of its central ideas to the case of research requires considerable caution. 相似文献
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思想政治教育理论是指导国民思想动态的基础,也是落实政治教育的发展方向。思想政治教育经过历史的发展变革,经过时间和时代的不断转变,它正逐渐转变着自己的思想风格和理论风格以及实践风格,为了更好的适应新时代而不断调整着自己的理论研究方向。思想政治教育分为理论史和实践史两个方面,在不断的历史研究和发展中,其历史经验、基本历程、获得的教训以及客观存在的一些规律,都是思想政治教育理论研究的宝库。思想政治教育理论研究是以实践发展研究为支撑的,是在不断的实践过程中不断调整理论研究方向,不断转变思维动态,去分析问题、发现问题并解决问题。 相似文献
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Peter Trifonas 《Educational theory》2009,59(3):313-326
In this essay, Peter Trifonas tries to show that there is no overcoming of the techno-philosophical grounding of intellectual freedom and academic responsibility or research action within the speculum of an all-seeing, all-knowing university. Instead, he argues that through Derrida's notion of an open "community of the question," deconstruction has the promise to infuse the university and its teaching body with the play of difference in interpretation and invention that will produce new forms of knowledge and an altered academic responsibility. This new academic responsibility born of a deconstruction of the university and its closed system of disciplinary logic is worked out as a performative intelligibility or an inkling of purpose "yet-to-come" ( avenir ). The call for an open community of research around questions and not disciplines displays the ethical undercurrent of a new kind of academic responsibility—a responsibility negotiated both within the extant community and between that community and those to whom the highly problematic "we" of "higher" education are more or less ultimately accountable: the State and the political constituency of public society. 相似文献
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根据不同的主题领域高等教育研究可被划分为:定量—结构方面,与知识、学科相关的方面,与人相关或与教学相关的方面,以及组织与行政方面等。因此,高等教育研究是涉及教育学、心理学、社会学、政治学、经济学和商学、法律和历史等的跨学科研究。与美国和中国相比,欧洲的高等教育研究较少建立在教育院系基础之上,而是依靠大学里的跨学科研究机构把提高学术质量和相关的政策与实践连接起来。近几年,公众对高等教育研究系统知识的兴趣开始增长,但是从中获利较多的却是那些评估研究、所谓的专家报告以及指标研究等非学术性的高等教育研究。总之,高等教育研究的制度基础在不同的欧洲国家呈现出前所未有的多样化。 相似文献
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John R. Minnis 《Asia-Pacific Journal of Teacher Education》2000,28(2):179-190
The introduction of postgraduate programmes at the Institute of Education, Universiti Brunei Darussalam indicates that educational research will play a central role in teacher education. While there is widespread agreement on the appropriateness of action research, little consideration has been given to the degree to which it is compatible with cultural and political expectations of the teacher's role. This paper argues that rather than improve educational practice as envisioned by constructivists, action research may be used by the state to legitimize existing educational policies. Since schools are a major socialization agency in this small, Malay-Islamic state, it will be difficult for teachers to modify their traditional teaching and problem-solving strategies, let alone question educational policies. The paper suggests that when interpreted within a broader political framework, action research is likely to be appropriated by the state to delimit research and legitimize existing policies and social arrangements of the school, thereby strengthening the status quo. 相似文献
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童玲 《遵义师范学院学报》2005,7(2):79-81
新课程改革需要教师具有科研意识和科研行为.科研是探索未知、在理论或实践上有所创新发明的认识活动.本文认为,中小学教师进行教育科研,有利于转变教育观念,全面实施素质教育,有利于促进教育改革,有利于提高教师素质和教育教学质量. 相似文献
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Nicole Blum 《Environmental Education Research》2009,15(6):715-729
A key ongoing debate in environmental education practice and its research relates to the content and goals of environmental education programmes. Specifically, there is a long history of debate between advocates of educational perspectives that emphasise the teaching of science concepts and those that seek to more actively link environmental and social issues. In practice, educators and organisations respond to these tensions in a variety of ways, often strongly reflecting the particular social and economic contexts in which they are located. Much of the research in the area, however, has tended to take a narrow focus on either purely theoretical concerns or on individual programmes in schools or protected areas. In contrast, this research used an ethnographic approach to explore debates about the content and aims of educational programmes between diverse educational actors in one community in Costa Rica. The research revealed that environmental education: (i) is an important local site for the active contestation of understandings of the natural world and humans’ relationships to it; and (ii) can be part of wider struggles over the control of processes of local development and environmental management. The study further suggests that while theoretical discussion about the relative merits of diverse approaches to environmental teaching and learning is important, if that analysis is not situated within a particular social, economic and political context, it is likely to reveal relatively little about how or why particular perspectives on environmental education may dominate or remain marginal in a specific place. 相似文献
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This paper is an interim report on the Girls and Occupational Choice Project at the Institute of Education, London. The research design and methods used are briefly described but the paper focuses on the action research component of this project, and discusses anti‐sexist curriculum development and implementation in a number of schools. The emphasis is on methodological and political issues which arise in doing anti‐sexist action research in the educational setting. 相似文献
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Educational Research as a Form of Democratic Rationality 总被引：2，自引：0，他引：2
JOHN ELLIOTT 《Journal of Philosophy of Education》2006,40(2):169-185
Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.
This paper claims that it is possible to construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research , shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. 相似文献
This paper claims that it is possible to construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research , shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. 相似文献
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储朝晖 《中国教育科学(中英文)》2019,(2):121-129
已经出版的教育史著作大都没有对数理教育的历史给予与历史全貌相一致的表述,其中对一些重大历史事件和人物的忽视令人震惊。产生这一问题的表面原因是:一方面从事理科教育的人不注重历史叙述;另一方面.教育史研究者大都缺乏理科知识,对理科教育的变化与进步没有感知,难以写史。更深层的原因是缺少充分的社会条件和文理兼修不为稻粱谋的学者;从学科建设方面分析,教育史学界所使用的“教育”概念是不完整不深刻的。教育史中的“教育”应该是聚焦于人的成长发展的活动,教育史也应当从人的成长发展过程出发,贯彻以人为本的理念,明确将成长发展中的人作为教育史的服务对象,把写出能反映全貌的教育史作为教育史学界努力实现的一个重要目标。这需要文理组合的团队,以开放的方式整体评估各类教育史实在教育发展中的地位和作用,确定综合性教育史著作和教科书的篇章节构,编写出文理平衡、以人为本的完整教育史。 相似文献
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Bruno della Chiesa Vanessa Christoph and Christina Hinton 《Mind, Brain, and Education》2009,3(1):17-26
ABSTRACT— The Organization for Economic Cooperation and Development's (OECD) Center for Educational Research and Innovation (CERI) carried out the Learning Sciences and Brain Research project (1999–2007) to investigate how neuroscience research can inform education policy and practice. This transdisciplinary project brought many challenges. Within the political community, participation in the project varied, with some countries resisting approval of the project altogether, in the beginning. In the neuroscientific community, participants struggled to represent their knowledge in a way that would be meaningful and relevant to educators. Within the educational community, response to the project varied, with many educational researchers resisting it for fear that neuroscience research might make their work obsolete. Achieving dialogue among these communities was even more challenging. One clear obstacle was that participants had difficulty recognizing tacit knowledge in their own field and making this knowledge explicit for partners in other fields. This article analyzes these challenges through a knowledge management framework. 相似文献
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John Elliott 《Curriculum Journal》2013,24(1):63-83
ABSTRACTThe idea of quality assurance dominates educational discourse at the present time. This is reflected in the emphasis placed on test and examination results, inspections and school performance indicators. It is argued in this article that this is not simply an attempt to legitimate traditional conceptions of knowledge. It is also an attempt to construct a new narrative of knowledge. School effectiveness research is an example of this as it applies a performativity criterion to educational research methodology. The article concludes by suggesting that action research may be subordinated to the logic of performativity, and as a result is less able to fulfil its proper purpose which is to create the conditions for innovative experiments in education. 相似文献
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Thomas A. Schwandt 《Educational theory》2005,55(3):285-305
This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science-based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science-based research movement for the entire enterprise of educational practice and research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public (not just the academic) conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge. 相似文献