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Reframing educational research : resisting the 'what works' agenda

Author: Valerie Farnsworth; Yvette Solomon
Publisher: Milton Park, Abingdon, Oxon : Routledge, 2013.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
Possibilities 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,  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Farnsworth, Valerie.
Reframing educational research.
Milton Park, Abingdon, Oxon : Routledge, 2013
(DLC) 2012046785
(OCoLC)811206563
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Valerie Farnsworth; Yvette Solomon
ISBN: 9781135069667 1135069662 9780203590737 0203590732 9781299658158 1299658156
OCLC Number: 847527618
Description: 1 online resource
Contents: Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of figures, tables and boxes; List of contributors; Acknowledgements; List of abbreviations; Introduction; The 'what works' agenda; Resisting 'what works': shifting the debate to a dialogue; Dialogue I: Using context-sensitive theories to rethink the'what works' research agenda; 1. Narratives of learning and the unintended consequences of lifelong learning policy; The policy construct of the 'responsible learner'; Narratives of responsible learners; Narratives of responsibility; Underlying identity as a 'carer' Underlying identity as a 'communicative cosmopolitan'Revisiting and reworking narratives of responsibility; Jenny's struggles with the 'practical logic' of her position; Jenny's personal and familial habitus; Intimation of Pierre's social capital and continuing of familial habitus; A dialogue with policy; Different fields of practice and the education policy construct; Conclusion; Notes; 2. Using theory to understand policy distortions in the context of performativity and marketisation; Background; A year in college: into, through and out of mathematics. Policy distortion: understanding why what works does not workStudents, teachers and transitions: an activity theory perspective; Consequences and doublethink; Notes; 3. How do mathematics teaching enhancement programmes 'work'? Rethinking agency in regulative times; Evaluating professional development in mathematics education and the complexity of change; Does change mean progress?; Theorising teacher identity and practice; This study; Analysis; One: Struggling with dominant discourses; Two: Multiple voices and complex identities; Three: Emotional investments and personal experiences. Four: Posing resistanceFive: Finding a way forward: maintaining agency; Conclusions; 4. How do you make doctors?; The 'what works' agenda; Medical education and the competency movement; Medical training programmes; A new emphasis on learning outcomes; Identity; Understanding identity development; Competence and caring; Craftsmanlike identity formation; Conclusion: Not 'what works' but 'how does it work?'; 5. Participative learning in online contexts: focusing on 'participation' Case one: Attempting to situate participative learning at the interface of workplace practice and online course communitiesCase two: Online participation enables successful teamwork: online functionality and community of practice elements combined; Case three: Participation, inclusion and exclusion in a networked 'open learning' community; Concluding thoughts; Notes; Dialogue II: Engaging with theory to make things happen; 6. Developing more equitable education systems: reflections on a three-year improvement initiative; A city challenge; A framework for analysis; Within school factors.
Responsibility: Valerie Farnsworth and Yvette Solomon.
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Abstract:

Possibilities 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 ab.

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