000 03077pam a22002171a 4500
999 _c21925
001 54954
020 _a9780415529150 (hbk.) :
020 _a9780415529174 (pbk.) :
040 _aStDuBDS
082 0 4 _a370.72
245 1 0 _aReframing educational research :
_bresisting the 'what works' agenda /
_cEdited by Valerie Farnsworth and Yvette Solomon.
260 _aLondon :
300 _axvi, 243 pages :
_billustrations ;
_c24 cm.
500 _aIncludes bibliographical references and index.
520 _aPossibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity. In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can inform or otherwise impact practice. It problematises a what works agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education. At its core "Reframing Educational Research" challenges two commonly held assumptions: that "best practice" is readily identifiable in a way that is then transferrable to new contexts for use by practitioners more widely, and that theory will not help with what to do on Monday morning in the classroom or in developing policies with direct and visible impact. Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice." Reframing Educational Research" is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.
650 0 _aEducation
700 _aFarnsworth, Valerie
700 _aSolomon, Yvette
856 _uhttps://uowd.box.com/s/phx3dczdq5u89k98m9rt2ewwlhj2q4ma
_zLocation Map