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|Additional Physical Format:||Print version:
Reframing educational research.
Milton Park, Abingdon, Oxon : Routledge, 2013
|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|
|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.|