As it’s that time of year I thought I would nominate my BLOG of the year. And it’s this one, Martin Robinson’s piece on change. It’s beautifully well written and manages to combine an old fashioned love of prose with a reference to Iggy Pop. I don’t necessarily agree with all of it but I… Continue reading A nomination for blog of the year: Martin Robinson on change, values and history
In a previous post I linked to some (fairly) recent research available free online. Below is another paper I came across written by two researchers in the Centre for Urban and Multicultural Education (CUME) at the University of Indiana. The full text is below. It may be of interest to teacher – researchers. Also interesting… Continue reading Troubling educational reseach
This article sketches the development of the idea that educational research should be integrated with the work of teachers in schools, in the form of the teacher‐as‐researcher. The arguments advanced in support of this proposal are examined. These consist in part of criticisms of conventional educational research: on the grounds that it is less likely… Continue reading On the teacher as researcher by Martyn Hammersley
Thought this was quite an interesting paper by Martyn Hammersley relating to the “translation” of research into policy and practice. I don’t usually (or ever) BLOG other people’s work for no reason other than; I just haven’t. Now I have. _____________________________________________________________________________ A variety of metaphors have been used in seeking to conceptualise the relationship between… Continue reading Translating research findings into educational policy and practice: the virtues and vices of a metaphor by Martyn Hammersley
In my last BLOG I outlined a number of constituent elements that could be said to describe progressive practice. In this one I want to take a look at how evidence informed progressive practice might look and feel. Evidence informed because it is adapted from the dynamic model of educational effectiveness (Creemers & Kyriakides, 2006)… Continue reading Establishing a progressive identity Part Two: towards evidence informed progressive practice
I have to admit that my recent BLOGS have tended to focus on a critique of the traditionalist positions. More specifically the view that they offer a diminished pedagogy, are over reliant on very narrow science, and are heavily politicised. So I want to offer an alternative view. Many may consider this as a false dichotomy, and… Continue reading Defining a Progressive Educator
In my last BLOG I offered the view that neo-traditionalist pedagogy offers a diminished view of teaching and learning. The recently released Sutton report has been presented as being in support of traditionalist pedagogic approaches. I’m not sure that it consciously does but like most aspects of the social world it reflects fashionable discourse. The cited… Continue reading The matrix revisited: where is the evidence in the Sutton report?