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Author: Ann Childs
Publisher: Routledge
ISBN: 1351662155
Category : Education
Languages : en
Pages : 388
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Book Description
'[A] really important book [...] the growth of interest in teachers in England taking part in educational research is significant.' – John Furlong, Emeritus Professor of Education, Oxford University, UK. Mobilising Teacher Researchers brings together the results of a research project carried out over a two-year period, commissioned by the National College for Teaching and Leadership and involving over 650 schools in England. An internationally renowned group of contributors present crucial and intriguing lessons learnt from the 'Closing the Gap: Test and Learn' project, aimed at identifying ways in which to close the attainment gap, raise the achievement of disadvantaged children in England, and introduce new research methods into schools. From the project’s policy origins to its implementation, the book captures the diverse range of outcomes from the project, both intended and unexpected. It reveals the ways and extent to which teachers were mobilised as researchers, and how analysis will impact on the future of research-informed practice in schools. This resulting collection of evolutionary debates focuses on topics such as new forms of governance, teacher engagement and the effectiveness of Randomised Controlled Trials. It foregrounds new approaches to school-based educational research, and is crucial reading for anyone concerned with educational research, and seeking to understand education for social mobility.
Author: Ann Childs
Publisher: Routledge
ISBN: 1351662155
Category : Education
Languages : en
Pages : 388
Get Book Here
Book Description
'[A] really important book [...] the growth of interest in teachers in England taking part in educational research is significant.' – John Furlong, Emeritus Professor of Education, Oxford University, UK. Mobilising Teacher Researchers brings together the results of a research project carried out over a two-year period, commissioned by the National College for Teaching and Leadership and involving over 650 schools in England. An internationally renowned group of contributors present crucial and intriguing lessons learnt from the 'Closing the Gap: Test and Learn' project, aimed at identifying ways in which to close the attainment gap, raise the achievement of disadvantaged children in England, and introduce new research methods into schools. From the project’s policy origins to its implementation, the book captures the diverse range of outcomes from the project, both intended and unexpected. It reveals the ways and extent to which teachers were mobilised as researchers, and how analysis will impact on the future of research-informed practice in schools. This resulting collection of evolutionary debates focuses on topics such as new forms of governance, teacher engagement and the effectiveness of Randomised Controlled Trials. It foregrounds new approaches to school-based educational research, and is crucial reading for anyone concerned with educational research, and seeking to understand education for social mobility.
Author: Diane Mayer
Publisher: Critical Publishing
ISBN: 1913453324
Category : Education
Languages : en
Pages : 87
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Book Description
You can successfully develop your higher education research profile while balancing the demands of training teachers and administration. While teacher education is key to preparing qualified teachers who can educate pupils for the demands of the twenty-first century, many university-based teacher educators experience conflicting demands in their professional practice. Their lives are often so dominated by teaching and associated work that their aspirations to develop a research profile are hampered. This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers. Through a series of autobiographical cases, this book demonstrates a range of trajectories in different contexts which have facilitated the development of teacher educators' successful research profiles. Understandings and realities of the policy context, the professional context, the research context (including funding, metrics, type of research valued), the institutional context and various personal positionings are examined in order to illuminate stories of research success and demonstrate their relevance to all teacher educators.
Author: Carey Philpott
Publisher: Critical Publishing
ISBN: 1911106759
Category : Education
Languages : en
Pages : 139
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Book Description
This book provides a critical overview of evidence-based teaching, with balanced and reflective consideration given to arguments supporting various approaches to increasing the use of evidence in teaching and arguments that raise doubts about, or problems with, these approaches. It offers practical advice on how to implement evidence-based teaching and help with reflectively evaluating its success.
Author: Ian Menter
Publisher: Springer Nature
ISBN: 3031161939
Category : Education
Languages : en
Pages : 1761
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Book Description
This handbook presents a timeless, comprehensive, and up-to-date resource covering major issues in the field of teacher education research. In a global landscape where migration, inequality, climate change, political upheavals and strife continue to be broadly manifest, governments and scholars alike are increasingly considering what role education systems can play in achieving stability and managed, sustainable economic development. With growing awareness that the quality of education is very closely related to the quality of teachers and teaching, teacher education has moved into a key position in international debate and discussion. This volume brings together transnational perspectives to provide insight and evidence of current policy and practice in the field, covering issues such as teacher supply, preservice education, continuing professional learning, leadership development, professionalism and identity, comparative and policy studies, as well as gender, equity, and social justice.
Author: Alistair Ross
Publisher: Springer Nature
ISBN: 3030625729
Category : Education
Languages : en
Pages : 339
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Book Description
This book presents a series of analyses of educational policies – largely in the UK, but some also in Europe – researched by a team of social scientists who share a commitment to social justice and equity in education. We explore what social justice means, in educational policy and practice, and how it impacts on our understanding of both ‘educational science’ and ‘the public good’. Using a social constructivist approach, the book argues that social justice requires a particular and critical analysis of the meaning of meritocracy, and of the way this term turns educational policies towards treating learning as a competition, in which many young people are constructed as ‘losers’. We discuss how many terms in education are essentialised and have specific, and different, meanings for particular social groups, and how this may create issues in both quantitative survey methods and in determining what is ‘the public good’. We discuss social justice across a range of intersecting social characteristics, including social class, ethnicity and gender, as they are applied across the educational policy spectrum, from early years to postgraduate education. We examine the ways that young people construct their identities, and the implications of this for understanding the ‘public good’ in educational practice. We consider the responsibilities of educational researchers to acknowledge these issues, and offer examples of researching with such a commitment. We conclude by considering how educational policy might contribute to a socially just, equitable and inclusive public good.
Author: Andrew Skourdoumbis
Publisher: Routledge
ISBN: 1000051021
Category : Education
Languages : en
Pages : 129
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Book Description
Most developed nations measure the performance of teachers in audit evaluations of school productivity. Accountability metrics such as "teacher effectiveness" and "teacher quality" dominate evaluations of student outcomes and shape education policy. The Metrics of Teacher Effectiveness and Teacher Quality Research explores how these metrics distort analyses of student achievement, sideline broader contextual and systemic influences on learning, reinforce input-output analysis of schooling, and skew the educational debate. Focusing on recent phases of school education policy reform, this book utilizes qualitative data from classroom teacher participants to examine how and why issues of teacher effectiveness and teacher quality figure so prominently in policy reform and why pressing matters of social class, school funding, and broader contextual influences are downplayed. The authors use this information to suggest how teachers can develop their role as pedagogic experts in a highly scrutinized environment. This book will be of great interest to education academics and postgraduate students specializing in teacher performance, accountability and governance.
Author: Julianne Lynch
Publisher: Routledge
ISBN: 1000699218
Category : Education
Languages : en
Pages : 267
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Book Description
Practice Methodologies in Education Research offers a fresh approach to researching practice in education. Addressing a major gap in research methodology scholarship, it highlights how integral practice theory is to the transformational agendas of education research, introducing a theory of activist practice methodologies informed by expansive theories of practice. With contributions from leading education researchers drawn from across the world, the book confronts onto-epistemological dilemmas for doing research that arise from taking practice theory seriously, including the theories of Bourdieu, de Certeau, Deleuze, Haraway, Latour, Taylor, and Vygotsky. A defining feature of the chapters is their activist axiologies and their experimental approach to researching practice in education, in fields as diverse as educational leadership, schooling, higher education, adult and workplace education and training, professional practice, and informal learning. Practice Methodologies in Education is essential reading for education academics and postgraduates engaged in critical research using practice theory.
Author: Matthew A.M. Thomas
Publisher: Routledge
ISBN: 1000094642
Category : Education
Languages : en
Pages : 240
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Book Description
*Winner, 2022 Outstanding Book Award from the Society of Professors of Education* *Winner, 2021 Book Award from the Globalization and Education SIG, Comparative and International Education Society* Examining Teach For All brings together research focused on Teach For All and its affiliate programmes to explore the organisation’s impact on education around the world. Teach For All is an expanding global network of programmes in more than 50 countries that aim to radically transform education systems by recruiting talented graduates to teach for two years in under-resourced schools and developing them into lifelong advocates of reform. The volume offers nuanced insights into the interests and contexts shaping Teach For All and the challenges and possibilities inherent in broader efforts to enact education reform on a global scale. This volume is the first of its kind to present empirical research on the emergence and expansion of Teach For All programmes, which replicate and adapt the Teach For America model around the world. The volume traces the network’s expansion from its initial launch in 2007 to its growing international presence, as chapters present new research from national contexts as diverse as Bangladesh, Lebanon, and Spain. Using evidence from a range of perspectives and research methodologies, the chapters collectively highlight the ways in which Teach For All and its affiliate programmes are working to alter educational landscapes worldwide. This book will be of great interest for scholars, educators, post-graduate students, and policymakers in the fields of comparative education, teacher education, education leadership, and education policy. It paves the way for future critical inquiry into this expanding global network as well as further investigations of educational change around the world.
Author: Gabriel Stylianides
Publisher: Routledge
ISBN: 1351690817
Category : Education
Languages : en
Pages : 206
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Book Description
Classroom-based Interventions Across Subject Areas explores cutting-edge educational research that has real potential to support the improvement of classroom practice. Written by expert researchers and practitioners, it provides empirically tested and theory-based approaches that practitioners can use to improve learning in classroom settings. This edited volume provides examples of classroom-based interventions in English, mathematics, science, languages, history, and geography. Taking as its basis research which has been conducted in actual classrooms with close collaboration between researchers and practitioners, this text will help researchers and practitioners understand how and why interventions can be successful or not. The text further considers the broad theoretical and practical issues that derive from intervention studies, including the nature of collaboration between researchers and teachers and ways of adapting effective classroom-based interventions for use in different contexts. Offering insight into the methodology behind successful classroom-based interventions, this text will be essential reading for students of education, trainee teachers, and all those concerned with how educational research can impact on teaching and learning.
Author: Ian Menter
Publisher: Bloomsbury Publishing
ISBN: 1350185418
Category : Education
Languages : en
Pages : 225
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Book Description
Raymond Williams' major contributions to intellectual progress are usually categorised within cultural theory, media studies or neo-Marxist studies. Serious analysis of his contributions to education as a field of practice as well as a field of study have been relatively neglected. This is the first book to redress that omission, focusing on how his writing and thought have helped us to understand education in Britain and also provide analytical tools that have helped to shape educational studies in the USA and internationally. Ian Menter draws on Williams' several novels, including Border Country, as well as on his seminal contributions to cultural theory, including Culture and Society, The Long Revolution, Keywords and Marxism and Literature. Menter also examines how Williams' life shaped his understanding of education including his early involvement in adult education and his deeply ambivalent relationship with the academy. Public education is positioned as a key arena of social struggle where decisions shaping the nature of our futures and crucial to creating a democratic and just society. The book includes a foreword by Michael Apple who is John Boscom Professor Emeritus of Curriculum and Instruction at the University of Wisconsin–Madison, USA, which makes reference to the importance of Williams' work in relation to education in the USA.
