共查询到20条相似文献，搜索用时 218 毫秒
1.
《British Journal of Educational Studies》2012,60(2):143-153
Abstract The paper examines the future prospects for educational research as conducted in UK universities and colleges of higher education in the light of current general changes in the organisation, funding and culture of higher education, and in respect of specific changes in the initial and in service training of teachers. It includes a critical examination of the claim made by some educational researchers that their research constitutes a special case, differentiated from other social science and humanities disciplines, both by the routes into educational research and the concerns of those who practise it. It is suggested that the special case argument for the alleged distinctiveness of educational research is largely unjustified, and does not contribute positively to the future prospects of that research or kelp to ease the relative isolation of educational researchers. Alliances between educational researchers, and those researching in the social sciences are advocated as one strategy which will help both partners. It is also suggested that educational researchers should try to ensure that novel and existing modes of training new researchers such as doctoral programmes, make connections with the training of other beginning researchers, rather than dividing would‐be educational researchers from their counterparts in other disciplinary or interdisciplinary areas. 相似文献
2.
This paper examines the implications for the practical conduct of educational research of adopting John Dewey's theory of inquiry as a research methodology. Complex theoretical issues generated by his account of inquiry are not discussed, though references are provided in the text. It is argued that educational research conducted according to the tenets of Dewey would be considerably different from traditional research. Teachers would occupy a major role as researchers and teachers’ immediate and practical problems would serve as the focus of research, knowledge and theory generation, thereby alleviating many of the causes of teacher alienation to research. 相似文献
3.
Angela Brew 《International Journal for Academic Development》2013,18(2):112-122
This paper argues that there is a need for academic developers to reassess their relationship to research, and suggests that research has to come centre stage in the practice of staff, educational and∧or academic development. The paper discusses the reasons for this and considers the implications for academic development practice. It begins with a discussion of some trends that signal the growing importance of inquiry for higher education. It highlights the important role that research and scholarship are coming to have in preparing students for a society characterized by uncertainty, complexity and plurality. It is argued that developers must become involved in this and that, if they are to be taken seriously in the future, they must become credible as researchers. Different models of the relationship between research and teaching highlight the role of developers in moving teaching and learning forward in a higher education context where teaching and research are more closely allied. Finally, the paper considers what developers need to do to prepare for the challenges lying ahead. In the argument, examples from the author's own practice are used to illustrate developers' changing agendas. 相似文献
4.
Andrew Gitlin 《International journal of qualitative studies in education》2013,26(6):627-645
Qualitative research has extended the boundaries of legitimate knowledge by including the insights of ‘subjects’, valuing the voices of groups that have been excluded from telling their stories, seeing the complex ways researchers may be positioned in relation to other research participants, and becoming more diverse in their views of validity and reliability. Gitlin argues that these extensions have been a powerful force in furthering a politics of inclusivity within the knowledge production process. While this politic is argued to be important and critical in the development of qualitative methodologies, Gitlin claims it is time to look at what might lie on the other side of a politics of inclusivity. He does so by using an emergent form of inquiry he calls educational poetics. Moving to the borderlands between the educational and aesthetic communities, this political humanist form of inquiry is centered on having commonsense become an object on inquiry with the purpose to fostering relations of freedom. 相似文献
5.
6.
Bob Lingard 《The Australian Educational Researcher》2001,28(3):1-46
This paper is a reflection on the current policy moment in educational research in Australia in the context of globalisation. Set against a consideration of the emergent structure of feeling, the paper draws on three case studies of research to draw out some lessons for educational researchers and the research community. The argument is put that the dangerous ‘we’ of AARE needs to support increased funding for education and for educational research and, for the latter, to support a range of funding sources, types of research, methodologies and dissemination approaches. Increasingly there are pressures upon such eclecticism because of governmental attempts to ‘instrumentalise’ relationships between educational research and practitioner needs as perceived by governments. While such research is necessary, there is also a need within a democratic polity for research framed by agendas set by researchers that critiques government-directed developments. The paper argues there is a complex relationship amongst researchers and educational policy and pedagogical practitioners and as such the concept of ‘impact’ as applied to educational research requires substantial theorising. Contemporary research policy has tended to inhibit the dissemination of academic research to educational practitioners, while educational policy has tended, inappropriately in the argument of the paper, to construct teachers as the mere recipients of policy and research done elsewhere. 相似文献
7.
Foreword: a century of vocationalism 总被引：1，自引：1，他引：0
Martyn Hammersley 《牛津教育评论》2013,39(1):3-25
Several writers have argued that educational research should be educative; in the sense of being geared directly to improving educational practice. This is proposed on a variety of grounds--from appeals to the meaning of the word 'educational', through claims about the very nature of all social inquiry, to arguments that there is a need for a practical form of educational research that is distinct from social scientific work. This article suggests that while these arguments point to important distinctions among types of research, they do not formulate those distinctions soundly; and a more effective formu lation will be attempted. Moreover, in conclusion, it will be argued that research cannot be educative, only informative. 相似文献
8.
Old Advice for New Researchers 总被引：3，自引：2，他引：1
Richard E. Mayer 《Educational Psychology Review》2008,20(1):19-28
In this paper, I offer advice to new researchers on how to conduct a successful research project in educational psychology.
I break the research task into three parts: creating a research question, creating a research methodology, and creating a
dissemination plan. The criteria for creating a research question include personal interest, educational relevance, theoretical
grounding, and empirical testability. The criteria for creating a research methodology include that the method provides relevant
evidence, is feasible, and is as simple as possible. The criteria for creating a dissemination plan include basing your argument
on research evidence, presenting your argument in coherent style that links your main findings with theoretical and practical
implications, and seeking the best possible peer-reviewed publication venue. 相似文献
9.
MARTYN HAMMERSLEY 《Journal of Philosophy of Education》2006,40(2):273-286
This article offers a Weberian perspective on philosophy's relationship to social science research in education. Two key areas where it can make an important contribution are discussed: methodology, and the clarification of value principles that necessarily frame inquiries. In relation to both areas, it is claimed that some researchers underestimate philosophy's contribution, while others exaggerate it. Thus, in methodological work, there are those who effectively suppress philosophical issues, producing 'methodology-as-technique'; at the same time, others generate 'methodology-as-philosophy', often denying the possibility of knowledge, the regulative ideal of truth, and the desirability of objectivity. It is argued that both these tendencies are counterproductive: neither enables research on education to flourish. In relation to the second area, it is shown that philosophy is needed to clarify the value principles that educational researchers use to frame their inquiries; but, at the same time, that it cannot provide a value framework to govern social science. The concept of equity is discussed as an example. In summary, it is argued that while philosophy plays an essential role in social and educational inquiry, there are important limits to its contribution. 相似文献
10.
Educational robotics are increasingly appearing in educational settings, being considered a useful supporting tool for the development of cognitive skills, including Computational Thinking (CT), for students of all ages. Meanwhile, there is an overwhelming argument that CT will be a fundamental skill needed for all individuals by the middle of the twenty-first century and thus, should be cultivated in the early school years, as part of the child’s analytical thinking and as a principal component of Science-Technology-Engineering-Mathematics (STEM) education. This study reviews published literature at the intersection of CT and educational robotics, particularly focused on the use of educational robotics for advancing students’ CT skills in K-12. The reviewed articles reveal initial evidence suggesting that educational robotics can foster students’ cognitive and social skills. The paper discusses specific areas for further inquiry by learning researchers and learning practitioners. Such inquiry should start from a widely agreed definition of CT and validated measurement instruments for its assessment. A practical framework for the development of CT via robotics is next in demand, so as instructional designers and educators can implement it consistently and at scale. 相似文献
11.
John Mclntyre 《Studies in Continuing Education》2013,35(2):80-97
Those who see research as structured by ‘paradigms’ of inquiry are often unclear about the precise nature of these paradigms due to the complexity of the concept. It is argued that there are competing understandings of paradigm, not simply different substantive paradigms. A ‘strong’ or socio‐historical account associated with Kuhn's work is contrasted with a ‘weak’ or philosophical account of paradigm that has become influential in educational circles. This analysis is applied to adult education as an academic field, which in terms of the ‘strong’ account of paradigm is not a unified scholarly enterprise but one animated by divergent, institutionalised research traditions. Three traditions are discussed in detail: participation studies, adult learning theory and participatory research. It is concluded that the field will be advanced by recognising the paradigmatic depth of its scholarly conflicts, and relating these differences to developments in other fields of human inquiry. 相似文献
12.
Transformations in educational research structures in the United States and UK over the past decade are examined, and it is argued that these changes are manifestations of wider forces. Rather than internal developments in the field, they are better understood as serving the changing interests of the state in an era of increasingly globalized capital. The argument that the imposed changes improve the quality of educational research is shown to be inconclusive. It is suggested that these structural transformations can be seen as an attempt to promote market managerialism in educational research for political ends. 相似文献
13.
14.
Roger Slee 《Emotional and Behavioural Difficulties》2015,20(1):3-19
This article considers developments in conceptualising and responding to student disruption and disaffection. Commencing with the educational sociologist John Furlong’s attempt to fuse psychology and sociology to better understand disaffected students, this essay also engages with a recent attempt at transdisciplinary considerations of student disaffection. It is argued that the biopsychosocial model as advocated by Paul Cooper promises to extend the analysis of student disaffection and disruption. The biopsychosocial model as postulated by Cooper is weighted towards the biopsycho and is limited by scant consideration of the biopolitics of the increasing prevalence of behaviour disorders. Nikolas Rose’s examination of the development of medical knowledge is enlisted to suggest broader possibilities for transdisciplinary lines of inquiry. The transdisciplinarity of Cooper’s suggested model is important and points to the potential of the responses from across fields of knowledge to assist in building more nuanced understandings of social organisation and behaviour. 相似文献
15.
Mary James 《British Educational Research Journal》2012,38(2):181-201
We live in difficult times—socially, economically and politically—and it is right that learned societies, such as the British Educational Research Association, reflect on their purpose and direction. We cannot take for granted the social contract that supports the funding of social science and educational research. This paper reflects on enduring themes and new pressures and argues for special attention to: collaboration within and beyond the community of university‐based educational researchers; support for, and recognition of, the importance of reviews of research; the development of accessible forms of communication of findings and their implications, to guide sound decision making; more direct engagement with practitioners, policy makers and the public. It argues that it is time for communities of educational researchers to have confidence to become outward looking and strengthen alliances with other groups of researchers at home and abroad, across disciplines, with different types of research institutions and also with practitioners and policy makers. What drives this should be our principal aim to pursue educational research and its application for the improvement of education and the public benefit. 相似文献
16.
Deborah Kerdeman 《Educational theory》2015,65(6):719-738
Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self‐doubt for students. Neither scholar is entirely convinced that self‐doubt is educationally productive. Drawing on Hans‐Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self‐doubt that Metz and Lesko assume and shows why self‐doubt can be transformative. Gadamer's argument regarding self‐doubt challenges constructivist views of agency and also demonstrates that engaging with difference is necessary for new understanding to emerge through conversation. Kerdeman concludes by considering why engaging in Bildung helps doctoral students become good educational researchers and why cultivating Bildung should therefore be an aim of research preparation courses that engage students with methodological differences and epistemological controversies. 相似文献
17.
Stephen M. Ritchie 《Research in Science Education》1993,23(1):236-242
Research undertaken by educational researchers based in universities has not had the desired impact on the practices of classroom
science teachers. Yet Goodlad (1990) has argued that if teaching is to be recognised as a profession there is a great need
for the marrying of the knowledge of the practitioner with that of the researcher. Student teachers might learn to respect
the potential for such a union by undertaking minor classroom research projects during their teacher preparation programs.
This paper discusses the role of research projects in pre-service teacher preparation with reference to an inquiry conducted
with teacher education students.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献
18.
《师资教育杂志》2012,38(1):70-83
This paper uses an earlier conceptual framework in order to promote a dialogue between funding agencies and researchers about the problems and limitations of evaluating the implementation of a major national project in teacher education concerned with the induction of beginning teachers. Eight propositions highlight the principal issues associated with the evaluation contract, with changes in the evalution task team and policy over time, the research‐design, the need for negotiations, the impact of the research upon the action and the difficulties of drawing unambiguous conclusions. It is argued that policy makers, funding bodies and researchers in both developed and developing countries should recognise them as natural features of such projects and should take account of them in the training of researchers and in the monitoring of projects. 相似文献
19.
Wendy Luttrell 《International Journal of Research & Method in Education》2013,36(2):183-185
This paper is about teaching and learning across the so‐called quantitative–qualitative divide in light of current debates in the US about the definition and quality of educational research. It draws on the author’s research and teaching experiences, her role in the redesign of qualitative methods coursework and participation in a school‐wide effort to improve doctoral training at Harvard Graduate School of Education. The paper explores institutional, cultural and psychological reasons for why the quantitative–qualitative divide persists, including researchers’ own anxieties. It is argued that epistemological tensions in educational research should be sustained and embraced rather than resolved in favor of one side over the other, as is too often the case. The author identifies how qualitative research departs from the quantitative model, placing distinct demands upon students who are learning the craft, and offers suggestions for what might help the process. 相似文献
20.
《British Educational Research Journal》2006,32(6):767-795
Grounded theory's popularity persists after three decades of broad‐ranging critique. In this article three problematic notions are discussed—‘theory,’ ‘ground’ and ‘discovery’—which linger in the continuing use and development of grounded theory procedures. It is argued that far from providing the epistemic security promised by grounded theory, these notions—embodied in continuing reinventions of grounded theory—constrain and distort qualitative inquiry, and that what is contrived is not in fact theory in any meaningful sense, that ‘ground’ is a misnomer when talking about interpretation and that what ultimately materializes following grounded theory procedures is less like discovery and more akin to invention. The procedures admittedly provide signposts for qualitative inquirers, but educational researchers should be wary, for the significance of interpretation, narrative and reflection can be undermined in the procedures of grounded theory. 相似文献