18,724 research outputs found
A paradigmatic map of professional education research
This article maps out research in professional education with reference to a threefold typology of paradigms i.e. the positivist, interpretivist and critical paradigms. The rationale for such an endeavour is fourfold. First, it directs attention to the neglected territory of methodology which is essential for researcher reflexivity. Second, it shows that most research in social work education has been situated within the positivist or interpretivist paradigms, and the relative dearth of studies in the critical paradigm raises important questions about anti-oppressive practice in research. Third, a comparison of studies in different spheres of professional education indicates that research into social work education has often not been as rich or robust as research into medicine or teaching, and this deserves further reflection. Finally, there is a practical rationale â although this exercise casts doubt upon our current capacity to develop evidence-based educational reforms, it should also signpost fruitful avenues for future research
Engaging in and engaging with research: teacher inquiry and development
The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher education and professional development. This paper draws on the Learning to Learn Phase 3 Evaluation, a three-year-action research project in which teachers in primary and secondary schools across the UK completed three cycles of practitioner inquiry to explore tools, pedagogies and other innovations which would promote dispositions of 'learning to learn' (L2L). The paper focuses on identifying those aspects of being involved in L2L that support teachers' learning and the way that the teachers themselves understand the impact on their professional development. Data from over 60 semi-structured interviews undertaken over the three years of the project, the case study reports compiled by teachers at the end of each year of the project and collaborative workshops involving teachers and university researchers as co-inquirers are used to explore teachers' learning. Qualitative methods are used to develop a thematic analysis of the interviews, case studies and the teachers' understanding of the relationships between inquiry, research and continuing professional development (CPD) in order to identify categories and generate key concepts that can inform a theoretical understanding of the impact of professional inquiry on teachers' learning. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed
Crossing borders: new teachers co-constructing professional identity in performative times
This paper draws on a range of theoretical perspectives on the construction of new teachersâ professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachersâ work. Whilst the role of interactions with professional colleagues and school managers in the performative school has been extensively researched, less attention has been paid to new teachersâ interactions with students. This paper highlights the need for further research focusing on the process of identity co-construction with students. A key theoretical concept employed is that of liminality, the space within which identities are in transition as teachers adjust to the culture of a new professional workplace, and the nature of the engagement of new teachers, or teachers who change schools, with students. The authors argue that an investigation into the processes of this co-construction of identity offers scope for new insights into the extent to which teachers might construct either a teacher identity at odds with their personal and professional values, or a more âauthenticâ identity that counters performative discourses. These insights will in turn add to our understanding of the complex range of factors impacting on teacher resilience and motivation
Pretty difficult: Implementing kaupapa MÄori theory in English-medium secondary schools
Developed in New Zealand some twenty years ago, kaupapa MÄori has had a successful impact in education, notably in MÄori-medium settings such as kĆhanga reo, kura kaupapa MÄori and wharekura. However, in mainstream educational settings, where the vast majority of MÄori children continue to be educated, achievement disparities between MÄori and their non-MÄori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa MÄori school reform project that seeks to address educational disparities by improving the educational achievement of MÄori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa MÄori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the MÄori child; uneven implementation of the project; and problems with measuring student progress. For the projectâs aims to be realised, professional development needs to be ongoing, iterative and responsive
Building ArtsSmarts' Research Capacity: An Interim Report
In 2006, the Canadian Council on Learning (CCL) created an initiative to build Canada's capacity to conduct research on learning, inviting not-for profit organizations to apply for Researcher in Residence grants. ArtsSmarts was one of the successful grant applicant organizations. Saad Chahine was hired by ArtsSmarts to take on the researcher-in-residence role. Several meetings resulted in the development of a work plan (Appendix A) and an outline of the various activities to be carried out by the researcher-in-residence. The work plan was approved by CCL, and the residency commenced in June 2007. What follows is an interim report on the residency, documenting what has been accomplished since June 2007, and providing direction for continuing to build ArtsSmarts' research capacity going forward
Young people's views regarding participation in mental health and wellbeing research through social media
Social media is a central component in the lives of many young people, and provides
innovative potential to conduct research among this population. Ethical issues around
online research have been subject to much debate, yet young people have seldom been
consulted to provide a youth perspective and voice. Eight (8) focus groups involving 48
Grade 9 Western Australian secondary school students aged 13-14 years were held in
2012, to investigate how young people perceive the feasibility and acceptability of social
media when used as a research tool to investigate various issues relevant to their mental
health and wellbeing. Whilst young people recognise many benefits of researchers using
social media in this way, such as its relevance, innovation and accessibility, there were
salient issues of privacy, consent, and practicality that require careful negotiation. There
is a need for continued exploration and scientific debate of the moral and ethical
implications of using social media for research, to help ensure this is employed in an
appropriate and effective way that is respectful of and sensitive to the needs and views of
young peoplepeer-reviewe
Peace and non-violence : Sathya Sai education in human values in British schools
Not only is peace one of the values at the heart of Sathya Sai Education in Human Values (SSEHV), it is also presented as one of the programme's outcomes. The SSEHV programme seeks to promote 'human values' in British schools, also with regard to educating pupils from different social, cultural or ethnic backgrounds towards greater tolerance and understanding. The programme aims to achieve this as part of the statutory provision of physical, social and health education (PSHE) and citizenship education as well provision for the social, moral, cultural and spiritual (SMCS) development of pupils in community schools. This article reports on an ethnographic study of SSEHV in the UK, which was conducted by members of the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick. The research reported here focused on the development of the programme, its contents (including the value of 'non-violence' and the practice of 'silent sitting'), its application in the classroom, and its reception by pupils and teachers. Further, this article seeks to embed SSEHV in the wider theoretical context of peace education and suggests theoretical discussions to which this investigation contributes
Using e-learning to support international students' dissertation preparation
Purpose: A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation.
Design/methodology/approach: Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support.
Findings: The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback.
Originality/value: The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill
Using e-learning to support international students' dissertation preparation
Purpose: A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation.
Design/methodology/approach: Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support.
Findings: The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback.
Originality/value: The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill
Teachers as action researchers: Some reflections on what it takes
Towards the end of 2006, a group of secondary and primary teachers, in collaboration with university researchers based at the University of Waikato, began a two-year journey where they researched their own practice as teachers of literature in multicultural classrooms in Auckland, New Zealand. This presentation briefly outlines the Teaching and Learning Research Initiative (TLRI), which initially provided a vision of teachers, working in partnership with university researchers, researching their own practice with the aim of enhancing the practice of the teaching profession as a whole. Through the eyes of one of the university-based researchers, but drawing on the experiences of four of the teacher participants, this presentation reflects on factors that had a bearing on the successful (or otherwise) induction of these teachers as teacher-researchers in their own right
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