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1.
Abstract

Background: The importance of ‘evidence-informed practice’ has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects.

Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects.

Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research’s (KNAER) approaches to developing knowledge mobilisation over four years (2010–2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners’ meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences.

Results: The Planning and Implementation Committee’s role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and knowledge mobilisation expertise. KNAER projects varied in their knowledge mobilisation strategies, challenges and successes. ‘Exploiting Research’ projects focused on establishing connections and engaging communities of practice with people relevant to the project’s focus, creating an analysis of needs, designing or producing a relevant knowledge mobilisation product with the purpose of improving practice, monitoring the results or impact of the new product and sharing the dissemination process and results with others. ‘Building or Extending Networks’ projects engaged in creating or extending existing networks, developing a needs-based or gap assessment and producing appropriate products and dissemination processes based on the results gathered. ‘Strengthening Research Brokering’ projects organised steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders and then served as research brokers by collecting and mobilising relevant knowledge to inform practice. ‘Visiting World Experts’ projects developed knowledge mobilisation plans for host experts’ visits, involving establishing partnerships with networks, including universities and schools, and utilising social media and communication processes for knowledge mobilisation products.

Conclusions: KNAER included aspects of linear, relationships and systems models for connecting evidence and practice. Looking forward, KNAER is seeking to further advance a systemic approach. A systems model is in preference to linear models – which focus on evidence production only without attention to mobilisation or uptake of research, and/or relationships models – which may develop networks, but do not attend to capacity and resource barriers that need to be addressed for systemic and sustainable knowledge mobilisation.  相似文献   

2.
ABSTRACT

Dalit (the ‘downtrodden’) students continue to experience caste-based discrimination, humiliation and dehumanization; illegal practices that are being reproduced in the school system in the state of Odisha, India. Based on a research study organized by the Center for Research and Development Solidarity, an adivasi (original dweller/Scheduled Tribe)-dalit (Scheduled Caste) research organization and 401 dalit students in grades 6–10 attending 16 government schools in a 25-village zone, this paper elaborates on this research initiative. It demonstrates how knowledge democratization, both, as research undertaken with and for dalit students as producers of (caste-resistance) knowledge and as knowledge sharing as mobilization, can simultaneously mobilize wider circles of organized collective action with parents, Village Education Committees (VECs) and local dalit NGOs and movements to address casteism and untouchability in state schools. The paper concludes with some brief insights pertaining to academic and funded research as knowledge democracy and mobilization for social action that are emergent from this caste research and related research and social action addressing land-forest-labour assertions in South Odisha.  相似文献   

3.
ABSTRACT

This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.  相似文献   

4.
ABSTRACT

This study employed phenomenological and semi-structured interviews as an action research approach, to explore participants’ experiences around the Global Assembly for Knowledge Democracy (The Assembly) following the Conference of the Action Research Network of the Americas in Cartagena, Colombia. We sought to promote the inclusion of the diverse voices from the Global North and South who convened in the event, by understanding the participants’ experiences as part of this assembly, and its possible impact after the event. We found that Assembly participants’ experiences helped us understand Global North-South critical dialogues that challenge traditional notions of knowledge democracy that have held back, maybe unintentionally, the voices of those in the Global South. The Assembly participants’ promoted critical dialogues when presenting their visual metaphors, dances and other ways of producing knowledge during the Assembly. Although, Global North and South participants struggled with language barriers, they found enabling spaces at the Assembly to share their proposals, at both individual and community levels, framing actions and building partnerships with organizations within collective international efforts. Further, having a research team comprising both Global North and Global South voices, gave greater vision and authenticity to recognize and appreciate alternative methodologies of participation, which reconfigured the Global Assembly for Knowledge Democracy process.  相似文献   

5.
ABSTRACT

This article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community.  相似文献   

6.
ABSTRACT

This article offers a conceptual and analytical framework for understanding the ‘understandings’ generated through practitioner research, and specifically exploratory practice (EP), based on Aristotle’s philosophy of knowledge. Drawing on Olav Eikeland’s interpretation of Aristotle’s philosophy of knowledge as a gnoseology, it illustrates how a gnoseology framework adapted from Eikeland’s work was used to analyse the different types of understanding generated through the processes and products of practitioner research. Specifically, it looks at the understandings developed in an English for Academic Purposes class as the learners explored their own puzzles about language learning using the principles of EP, a form of practitioner research mainly used in language teaching. Focusing on one of the learners in the class, it traces his developing gnoseology across the 10-week course by analysing the naturalistically generated classroom artefacts produced through the EP process. It then shows how the different understandings developed reflect an interrelated and relational view of knowledge and concludes by suggesting that such a gnoseology framework might provide a valuable conceptual and analytical tool for understanding the relationship between different forms and ways of knowing in practitioner research.  相似文献   

7.
ABSTRACT

Developing countries have significantly expanded efforts to import more flexible short-cycle institutions based on the United States community college model. The U.S. community college model addresses human capital needs of the labor market in developing countries by increasing access to an affordable education. However, there is limited research on the effects of importing the U.S. community college model on economic growth. This study addressed this gap by examining the effects of importing the U.S. community college model on macroeconomic growth in developing countries that have engaged in partnerships via the Community College for International Development (CCID). A longitudinal analysis of macroeconomic growth of 176 countries from 1995–2014 was conducted. The results provide evidence for the positive economic impact of community college capacity development in developing countries, as well as a comparative advantage of labor for developing countries that have engaged in partnerships. Implications for policy and research are discussed.  相似文献   

8.
ABSTRACT

Teachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers.  相似文献   

9.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics. One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has started to gain attention as an important concept in the mathematics teacher education research community, there is limited understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article, we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in both mathematics education and the learning sciences.
Jason SilvermanEmail:
  相似文献   

10.
ABSTRACT

The paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands.  相似文献   

11.
Early childhood education and care is currently experiencing unprecedented policy interest and expansion. This policy and practice landscape requires new forms of adaptive leadership, new spaces for production of the knowledge necessary for this changing context, and tools that can support the development of leadership qualities. This paper examines the potential of practitioner research to produce contextually relevant knowledge and to develop leadership capacity. Our findings show that collaborative practitioner research groups provide a relatively safe environment for the sharing of dilemmas and critical reflections. The practitioners who participated in this research wanted access to narratives of change in typically resourced early childhood contexts as well as in the more highly resourced settings that are more often reflected in academic research and literature. This suggests there is a need for much more of this work to be publicly available. These groups can generate the courage required to open practice based research to public critique. This, we argue is an important element of activist leadership. Collaborative practitioner research opens up the possibility for practitioners to position themselves as knowledge producers and to revitalize the knowledge base that informs teacher education in the academy. In supporting this move, academics need to position themselves as resource gathers and co-learners thus opening a third space for knowledge production. The challenges for the profession are how to fund and effectively disseminate collaborative practitioner research and how to draw it into dialogue with other forms of research.  相似文献   

12.
Abstract

Since education aims to offer applicable knowledge, studying knowledge–behavior relationship is of key importance in promoting environmental education. But there is scarcity of studies addressing the relationship between knowledge and real behavior choices. We examined the connection between environmental knowledge and behavior (self-reported and measured in an operative way) among 10-12-year-old students, with special focus on the potential mediating role of attitudes. The main research question was whether knowledge (measured with an achievement test) correlates with actual environmental behavior, and how mental accessibility of environmentalism is related to the relationship between knowledge and actual behavior (i.e. choosing a material for completing a manual task). The study with 325 persons revealed that although the positive connection between knowledge and self-reported behavior was fully mediated by environmental attitudes, knowledge was just slightly related to actual behavior, even when the topic of environmentalism appeared before the behavior choice. However, behavior was related to school, suggesting that school-level socialization (beyond the knowledge transfer) is highly influential in forming environmental behavior. The difficulties of studying actual behavior and implications of our findings for practitioners from the field of environmental education are discussed.  相似文献   

13.
Purpose: One area of science that will increasingly influence our society is biotechnology. An increasing number of modern biotechnological applications have provoked consideration of the ethical and social issues; therefore, it is important that the public is well-informed about them. Formal education in upper-secondary schools should help students to become biotechnologically literate citizens. There is little published research data on Slovenian high-school students’ knowledge about and attitudes towards biotechnology, as well a lack of curriculum evaluation data.

Methodology: This study combines two research approaches. The first part is content analysis of current upper-secondary education programmes in Slovenia, in which all curricula were reviewed about 15 selected biotechnological topics. The second part of the research focused on assessing students’ knowledge of traditional and modern biotechnology and exploring their attitudes towards modern biotechnological methods and their products. The sample included 1163 students aged 17–18 from three different types of schools located in 12 different regions of Slovenia. A questionnaire to measure knowledge and attitudes was designed.

Results: The research results revealed that selected biotechnological concepts appeared most frequently in the curri- cula of bio-technical gymnasia. These students also showed the 30 highest level of knowledge and the most positive attitudes. Furthermore, a clear correlation between students’ knowledge of and attitudes towards modern biotechnology was found. On the other hand, no significant differences in attitudes to the state- ments, which dealt with ethics, were found among the students 35 involved in the research.

Conclusion: Biotechnology teaching in upper-secondary education in Slovenia is obviously very diverse and dependent on the programme.  相似文献   


14.
ABSTRACT

In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.  相似文献   

15.
ABSTRACT:?

This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon ‘post-modern’ conceptualisations of practice, setting these against research concerned with generalisability that veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice.  相似文献   

16.
ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE  相似文献   

17.
ABSTRACT

This article draws on insights gained from three projects described as participatory action research (PAR) undertaken in the UK. What binds them together is that each project coordinator raised the issue of the under-representation of opportunities for disruption in the possible trajectory to knowledge democracy.

PAR places a relational process at the centre of the research practice. It brings together people with varied knowledges, perspectives and experiences and aspires to be a non-hierarchical, relational, collaborative endeavour. This challenges the traditional hierarchical hegemony of the external expert in research situations. Bringing people together does not, however, equate to shared agency, authentic participation and knowledge democracy. For different knowledges to be created previous knowledges need to be disrupted.The argument raised in this paper is that a neglected element of PAR has been the deliberate intent to nurture disruption within communicative spaces in relationally based engagements. It is posited that the disruption of beliefs and assumptions that underpin local actions, is an important enabler of other voices and knowledges being recognised and acted upon. The three projects described reveal how and why the harnessing of power through disruption contributes to creating a functional knowledge democracy for more radical change.  相似文献   

18.
While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective teacher education. In this paper, we present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, we summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning, as well as discuss implications for research and practice.  相似文献   

19.
Louisa Allen 《Sex education》2013,13(2):109-122

In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences.  相似文献   

20.
Changing knowledge regimes: Universities in a new research environment   总被引：1，自引：0，他引：1  
This paper takes an apparent knowledgeparadox as its point of departure. `Knowledge'has acquired a more all encompassing meaningtoday, yet this has not strengthened thesupport for and confidence in higher educationinstitutions. On the contrary, it is oftenclaimed that they have outlived theirusefulness. In trying to understand thedevelopment behind this paradox, we deal withthree issues. We discuss first thewidening concept of knowledge and the claimthat there is emerging a new mode of knowledgeproduction. Secondly the widening concept ofknowledge is put into a social and politicalcontext, where massification and its socialimplications are discussed. Thirdly we developa theoretical framework based on the concept ofknowledge regimes. In this part wediscuss how the concept of knowledge regimesand the related concepts of knowledgeinterests and knowledge alliances may behelpful in understanding the complexities andambiguity of higher education development.Finally we discuss some implications regardingknowledge's role in social development. Wequestion the assumption that there is anecessary relationship between a wideningconcept of knowledge and a given form ofknowledge development.  相似文献   

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