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1.
This article represents an attempt to reconcile discussions of aspects of educational research with recent developments in complexity science. It is argued that current characterizations of and distinctions among research methodologies in education are potentially counterproductive, in large part because they tend to be defined against or in terms of principles and methods that have been rendered problematic within the sciences. To develop this point, the authors draw on several contemporary discourses: poststructuralist methods are used to foreground the Euclidean (plane) geometric roots of much of the vocabulary of educational research; fractal geometry is taken as a source of images and analogies to support alternative conceptions of knowledge, learning and teaching; informed by poststructuralist and fractal geometric notions, the authors turn to complexity science and argue that it is fitted to and offers important elaborations of current discussions of educational research methodologies. In the process, they suggest that it may be time to abandon some of the prominent distinctions used to describe educational research, including ‘quantitative versus qualitative’ and ‘sciences versus humanities’. 相似文献
2.
《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
3.
This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’ 相似文献
4.
Wilfred Carr 《Educational Action Research》2013,21(3):427-436
5.
AbstractAcross the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘from teaching to learning’ and ‘from governing to governance’ have resonated globally and attracted the attention of researchers. Most sociological accounts of such evolutions attribute them to the development and primacy of a preponderant logic, generally politics/power, culture or the economy. Niklas Luhmann’s systems theory, on which we draw in this article, suggests to start from a different, opposite, premise: not the predominance but instead the lack of any predominant logic characterizes modernity. The functional differentiation of modern society into a multiplicity of—specific yet universal—systems should therefore be the pivotal point that helps make sense of these transformations. We argue that the very coexistence of such systems, their simultaneous and therefore uncoordinated existences, increases the complexity of the social world tremendously and leaves them with an uncertain future. The so-called turns to governance and to learning, we argue, should be understood, respectively, as political and educational attempts to deal with this loss of direction. 相似文献
6.
This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as ‘theory’ and ‘practice’ (while never losing hold of either). The connection is made around ideas of ‘practical philosophy’ and social justice. The authors suggest that ‘practical philosophy’ might develop as a ‘philosophy in human practices’. It begins from the understanding that philosophy is rooted in social practice, with philosophy in educational practices being rooted in educational practice. The paper goes on to explore the use of ‘little stories’ as a way into the diversity of significant particularities. Finally the links are drawn with action research. It is argued that the process of reconceptualisation is itself an action that will make a difference as part of a series of action research cycles. 相似文献
7.
This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. 相似文献
8.
Abstract This article highlights seven issues the authors encountered when they took on a very difficult task, namely of seeking, through ‘low tech’ print-based distance learning materials, to promote the professional development of experienced but untrained teachers in Namibia. The authors attempt to do this through the advocacy of an action research approach. There has been no tradition of action research in Namibia, indeed those within the country who promote this approach (the Minister of Higher Education) prefer the term Practice-based Inquiry. Moreover, the support systems that can normally be called into service in a developed country to support teachers in a distance learning initiative of this nature are virtually absent ‘on the ground’ in Namibia. The central question is can untrained teachers, themselves with a rudimentary formal education, be encouraged through a distance learning mode, to develop professionally by critically reflecting system strongly advocates ‘social reconstruction’? 相似文献
9.
ABSTRACTOne area that remained off the research radar is that interface between senior centers and learning programs, and hence, their potential to act as community-based learning hubs. Countering such a state of affairs, this article reports on an action research study to investigate the extent that a transformative learning program in a senior center can lead learners to improved levels of personal and social empowerment. The research project sought to meet its goal and objectives through the ‘action research’ design, by planning and executing a critical educational gerontological programme for persons attending a Maltese senior center. The learning program following a critical geragogical approach which encourages learners to discuss and problematize each theme in the curriculum. Pretest-posttest focus groups found the learning program to be successful in improving learners’ levels of personal empowerment as they acquired a strong awareness of how social differences are structurally produced due to inequities and discriminations based on social class, gender, and age differences. However, the quest achieving critical consciousness remained an elusive one due to immanence and internal agism, as well as the fact that political action arises as a lifetime narrative. Critical educational gerontology remains steadfastly hinged upon the ‘successful aging’ paradigm that overlooks how later life is also underpinned by ill-health, abjection, care relations, and loss of agency. It is hoped that this action research project acts as a catalyst for future studies in critical educational gerontology to be framed by a fourth age social imaginary. 相似文献
10.
John Elliott 《Educational Action Research》2015,23(1):4-21
Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action. 相似文献
11.
Although research on teacher collaboration has proliferated in the last few decades, scant attention has been paid to the development of teacher collaboration in school contexts. Informed by the perspective of complexity theory, this study investigates the complex process of teacher collaboration through qualitative interviews in an English teaching research group (TRG) in a secondary school in China. The findings reveal three distinct stages in the development of teacher collaboration, labeled as ‘breaking the ice’, ‘everything is out of control’ and ‘learning how to collaborate through collaboration’. The study shows that teacher collaboration is an adaptive, complex system that evolves through internal self-organization and interaction with external stakeholders and systems, such as school management and university researchers. The study provides useful insights into the ways of facilitating and sustaining teachers’ collaborative practices to enhance school effectiveness and improvement in specific educational contexts. 相似文献
12.
John Deely 《Educational Philosophy and Theory》2017,49(3):207-219
Semiotics is the study of signs addressing their action, usage, communication and signification (meaning). Edusemiotics—educational semiotics—is a recently developed direction in educational theory that takes semiotics as its foundational philosophy and explores the philosophical specifics of semiotics in educational contexts. As a novel theoretical field of inquiry, it is complemented by research known under the banner ‘semiotics in education’, which is largely an applied enterprise. In this respect edusemiotics is a new conceptual framework for both theoretical and empirical studies. Edusemiotics has also been given the status of being a new branch of theoretical semiotics and it was launched as such at the 12th World Congress of the International Association for Semiotic Studies in September 2014 at the New Bulgarian University in Sofia. The article presents ‘semiosis’ as the action of signs across culture AND nature and posits ‘learning’ in terms of developing semiotic consciousness and semiotic competence. Semiosis is a process and as such it defies the Cartesian philosophy of substance-dualism that still informs the culture of education. The paper focuses specifically on university education permeated by disciplinary boundaries and the fragmentation of knowledge grounded in objective science inherited from modernity. Where is semiotics as the science of signs (or relations) in the context of academic culture? The authors conclude by affirming the transdisciplinary character of semiotics and edusemiotics and specify the distinctive focal points of transdisciplinary knowledge afforded by edusemiotics. 相似文献
13.
This article tells the story of an attempt to bring about major educational reform of the curriculum and educational values in Kazakhstan, using action research as part of that process. The article begins with a brief and selective review of the literature on aspects of emotion and moves to an account of the context and history of the reforms, before focusing on the ‘self experience’ of the participants and the authors. Emotion, its centrality and the interrelationship of three areas – the nature of teaching and teacher learning, the process of change and the experience of research – are explored in relation to reform and action research. The paper concludes with a reflection on the implications for the use of action research as a strategy for reform. 相似文献
14.
Ruud Van Der Veen 《International Journal of Lifelong Education》2013,32(6):580-596
Everyday professional discussion often refers to the idea that community development is essentially a learning process. This article sketches a comprehensive theory of community development as citizen education by following the different traditions in community development and by defining the educational aspect of each tradition. Among the traditions described here are traditional community organizations as a social work method, the radical community organization of Alinsky, the neo‐Marxist approach of community action, and the settlement movement. The resulting theoretical framework defines community development as an alternative route for the education of citizens with low levels of formal education in the same way as labour unions and churches often are alternative routes towards active citizenship for low‐income groups. Next, three forms of education are singled out within community development: first, education as training of local leadership; as an action‐oriented and on the job learning process supported informally by the community worker. This form of education resembles the informal vocational education in which an experienced craftsman trains his pupils on the shop floor. Second, education as consciousness raising, which reverses the sequence of learning processes: in this case it is not action which leads to education but education that hopefully leads to action by citizens. There is a whole range of providers of such consciousness raising activities, such as community development organizations, local centres for adult education, churches through their celebrations and adult education classes. A recent development is the ‘new localism’ in social movements, such as the environmental movement, emphasizing consciousness‐raising activities in the local community. Third, education as service delivery: here education is a service for the community in the same way as community development can deliver other services to a community such as affordable housing and health centres. Partly these educational services are ‘survival education’, such as job readiness training programmes and literacy programmes; partly they are ‘leisure education’, typically blurring the borders between ‘pure’ education and recreational and social opportunities for residents. 相似文献
15.
It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators’ work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as ‘good practice’. In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were ‘bespoke’. Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: ‘How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment’? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving. 相似文献
16.
Hemy Ramiel 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):487-499
ABSTRACTThis research focuses on ‘sociotechnical imaginaries’ about education and learning emanating from the Edtech research and development sector. MindCet, the first Edtech incubator in Israel, aims to bring ‘disruptive innovation’ to the educational field, mainly by bringing in tech start-ups with their problem solving culture and practices. This centre acts as an intermediary between techno-business and education. Based on Biesta’s notion of ‘the new language of learning,’ my research shows how the learning imagined and constructed in techno-business production casts the student as a ‘user.’ I will argue that the construction of learners as ‘users,’ not ‘students,’ is crucial to understanding education technology production and discourse. This user-focused understanding of learning has implications for the commodification and depoliticization of education, and is an important factor in neo-liberal educational reforms and venture philanthropy interventions, both globally and locally. 相似文献
17.
Mike Radford 《牛津教育评论》2013,39(5):505-520
The dominant discourse in research, management and teaching is one that may loosely be characterised as that of prediction and control. The objective of research is to identify causal correlations within policy, management, teaching strategies and educational outcomes that are sufficiently robust as to be able to predict outcomes and make generalisations across practice. With the construction of a cumulative bank of evidence, given clearly specified educational outcomes, we might see research as supporting the improvement of schools towards ‘effective’ or ‘best’ practice. This discourse assumes that education, though complicated, nevertheless takes place within a bounded system of relatively stable, linear and balanced causal interactions. This perspective on schooling may be understood as the ‘prediction/control’ paradigm. This paper explores the possibility of an alternative perspective, one that is based on principles derived from complexity theory and which may be referred to as the ‘complexity’ paradigm. Under this paradigm schools are seen as open systems, subject to non‐linear and dynamic interactions among the multiple factors of which they are constituted, and often unpredictable. This paradigm, it is argued, is subversive of our ambitions to prediction and control. Researchers need to look to formal enquiry methods adopted in relation to other sites of complexity. In the meantime practitioners and researchers may benefit from various conceptualisations to which complexity theory gives rise, i.e. those of recursive symmetries, attractor states, sensitivity at bifurcation points and the phenomenon of ‘lock in’. 相似文献
18.
This study illustrates the use of analytic memos during the action research process as a space to support preservice teachers’ emerging teacher identity and construction of practice through critical reflexivity. The authors reviewed 34 sets of analytic memos written by graduate preservice teachers by asking, ‘How are preservice teachers using the space of the analytic memo during the action research process as critical reflexivity?’. Reflexivity is understood in this work as a method of self‐inquiry, and positions teacher identity as fluid and subject to multiple and often competing discourses. The outcome of this analysis demonstrates how emerging action research questions reflect emerging teacher identity; the power of dialogue within the memos to act as a ‘corrective moment’; and the elliptical nature of action research as preservice teachers confront contradictions and paradoxes in learning to teach. The authors suggest that the analytic memo can act as a vehicle of agency and transformation, a space where preservice teachers may practice reflexivity as they begin to critically construct their practice, create and re‐create their teacher identity, and confront assumptions about teaching and learning. 相似文献
19.
周钧 《天津师范大学学报(基础教育版)》2012,(1):1-5
我国早期的行动研究具有实证主义的倾向,认为行动研究的目的是探究普遍的教育规律,以教育实验的方式进行,强调实验过程对条件的控制,只有极少数教师参与行动研究;从20世纪90年代开始,我国的行动研究一方面仍遵循实证主义的"假设—验证"模式,另一方面也具备了解释主义的精神,即在教育教学的实际情境中去发现问题和解决问题,由此理解情境化的教育实践;进入21世纪,我国的行动研究更是坚持解释主义的立场,并出现"草根化"的趋势。行动研究不再被认为是单纯的解决问题的工具,而是教师将他人理论转化为个人理论,再转化为教学行为,从而促进学生学习和教师专业发展的过程。 相似文献
20.
C. King J. Gaffiiey J. Gunton 《The Journal of Agricultural Education and Extension》2013,19(4):133-146
Abstract In Australia, the introduction of extension approaches based on adult learning, action learning and action research theory has resulted in a turn around in the way in which Research, Development and Extension (RD&E) agencies operate. These approaches are being used particularly in projects involving farmer groups to improve decision‐making skills of both fanners and extension agents and have become common agendas of funding bodies and agencies that support such projects. However, the questions remain concerning both funding bodies and extension agencies: ‘Does participatory action learning (PAL) make a difference? And is it more effective than traditional models of extension for improving the adoption of sustainable farming practices? This paper presents the results from evaluating the learning occurring within an on‐going conservation cropping farmer group using PAL. The results illustrate real‐world evidence to suggest that participatory action learning and other action research based approaches make a difference in improving the effectiveness of group learning compared to more traditional extension approaches. Qualities of and indicators for effective learning can be developed from empirical research as well as common concepts drawn from theories of learning. In addition, the use of qualitative evaluation methods (eg. convergent interviewing) and ‘soft’ systems approaches, are useful for traditionally perceived ‘difficult‐to‐measure’ advances in learning. The overall finding is that PAL was both feasible and rewarding. 相似文献