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This book explores the complexities of investigating minorities,
majorities, boundaries and borders, and the experiences of
researchers who choose to work in these spaces. It engages with
issues of ethics, disclosure and representation, and contends with
and seeks to contribute to emerging debates around power and the
positioning of researchers and participants. Chapters examine
epistemologies that shape researchers' beliefs about the forms of
research that are valued in educational research and theory, and
consider the importance of research that genuinely seeks to explore
voice, culture, story, authenticity and identity. Resisting the
backdrop of standardisation, performativity and accountability
agendas pervading governments and organisations, the book attends
to the stories of real people, to understand regional and rural
landscapes, to examine culture and the human condition and to give
voice to those at the fringes of society who remain largely
neglected and unheard. Drawing largely on studies from Australia,
the book provides an overview of the many types of research being
engaged in, revealing the value of different kinds of research, and
gaining insight into how meaning and findings are disseminated in
research and educational sectors and back into the contexts where
research takes place. Mainstreams, Margins and the Spaces
In-between will be of key interest to early career researchers and
academics internationally, as well as postgraduate students
completing research methods courses in the field of education, and
the wider social sciences.
This book explores the complexities of investigating minorities,
majorities, boundaries and borders and the experiences of
researchers who choose to work in these spaces. It examines
epistemologies that appear to shape researchers beliefs about the
forms of research that are valued in educational research and
theory. It also considers the researched and notions of privilege,
voice, agency, authority and authenticity. "Researching
Mainstreams, Margins and Spaces In-Between" engages with issues of
ethics, disclosure, and representation and contends with and seeks
to contribute to emerging debates around power and the positioning
of researchers and participants. It also considers the motivations
that researchers bring in relation to participant transformation
and empowerment, and the importance of research that genuinely
seeks to explore voice, culture, story and identity.
Resisting the backdrop of standardisation, performativity and
accountability agendas pervading governments and organisations,
this book attends to the stories of real people, to understand
regional and rural landscapes, to examine culture and the human
condition, and to give voice to those at the fringes of society who
remain largely neglected and unheard. This text therefore provides
an overview of the many types of research being engaged in,
revealing the value of different kinds of research, and gaining
insight into how meaning and findings are disseminated in research
and educational sectors, and back into the contexts where research
takes place.
The book will interest early career researchers and academics
internationally. It will also appeal to postgraduate students
completing research methods courses in the field of education, and
the wider social sciences."
This book explores how teachers can navigate the complex process of
managing change within the classroom. The chapters highlight the
new challenges that have arisen with the emergence and introduction
of educational technology as teachers find themselves having to be
responsive to the needs and demands of multiple stakeholders.
Traversing a range of conceptual, disciplinary and methodological
boundaries, the editors and contributors investigate the tensions
that impinge on research-based change and how to integrate directed
changes into their education system and classroom. Subsequently,
this volume argues that posing these questions leads to increased
understanding of the possible long term effects of educational
change, and how teachers can know whether their solutions are
effective.
This book explores how teachers can navigate the complex process of
managing change within the classroom. The chapters highlight the
new challenges that have arisen with the emergence and introduction
of educational technology as teachers find themselves having to be
responsive to the needs and demands of multiple stakeholders.
Traversing a range of conceptual, disciplinary and methodological
boundaries, the editors and contributors investigate the tensions
that impinge on research-based change and how to integrate directed
changes into their education system and classroom. Subsequently,
this volume argues that posing these questions leads to increased
understanding of the possible long term effects of educational
change, and how teachers can know whether their solutions are
effective.
This Handbook examines the essential nature of the law within an
educational context and asks why there is not greater preparation
for this aspect of a teacher's role. Principals and teachers across
the world now work in increasingly uncertain and challenging
environments involving complex legislative frameworks, with their
roles and responsibilities constantly changing to meet these
demands: thus, it is imperative that educators adapt and acquire
new skills relating to child protection and criminal law. On a
daily basis, teachers and practitioners are being challenged to
critically examine and evaluate the legal rights and obligations of
various stakeholders, including students, parents, educators and
administrators. However, if these skills are not developed, the
implications will be significant: particularly so if principals are
deterred from pursuing innovative education strategies due to
potential litigation risks. Consequently, the chapters will empower
principals and teachers in the management of these concerns. This
wide-ranging handbook, including case studies from around the
world, will be of interest and value to both scholars of education
law and practitioners.
This Handbook examines the essential nature of the law within an
educational context and asks why there is not greater preparation
for this aspect of a teacher's role. Principals and teachers across
the world now work in increasingly uncertain and challenging
environments involving complex legislative frameworks, with their
roles and responsibilities constantly changing to meet these
demands: thus, it is imperative that educators adapt and acquire
new skills relating to child protection and criminal law. On a
daily basis, teachers and practitioners are being challenged to
critically examine and evaluate the legal rights and obligations of
various stakeholders, including students, parents, educators and
administrators. However, if these skills are not developed, the
implications will be significant: particularly so if principals are
deterred from pursuing innovative education strategies due to
potential litigation risks. Consequently, the chapters will empower
principals and teachers in the management of these concerns. This
wide-ranging handbook, including case studies from around the
world, will be of interest and value to both scholars of education
law and practitioners.
Political Pressures on Educational and Social Research draws upon a
variety of theoretical and methodological approaches to consider
the problems that can arise when research findings diverge from
political directions for policy. Chapters explore the impacts this
can have on the researchers, as well as the influence it has on the
research, including the methodology and the publication of results.
The book offers innovative ways of seeing how these connect,
overlap and interact, revealing particular issues of concern for
researchers and evaluators in the context of research
internationally. Key topics include the power and positioning of
research, evidence based policy development, ethics and the
importance of research that seeks to explore and discover
knowledge. The book is divided into two sections. The first
presents chapters from international academics, which provide a
theoretical underpinning and discussion of power, policy, ethics
and their influence on research resourcing, autonomy, purpose and
methodology. The second section explores specific case studies and
instances from the authors' own experiences in the field. This book
offers an interesting and enlightening insight into the sometimes
political nature of research and will appeal to researchers,
evaluators and postgraduate students in the fields of education and
the social sciences. It will be of particular interest to those
studying research methods.
This book explores the current state of research on Indigenous
education Australia. In particular, these chapters focus on
exploring deep and enduring questions about the failures of
schooling to address the needs of Aboriginal communities. This book
provides a systematic analysis of existing research to explain how
connection to culture - and the recognition of Indigenous
sovereignties and knowledges - are the keys to Aboriginal
excellence in schooling.
Political Pressures on Educational and Social Research draws upon a
variety of theoretical and methodological approaches to consider
the problems that can arise when research findings diverge from
political directions for policy. Chapters explore the impacts this
can have on the researchers, as well as the influence it has on the
research, including the methodology and the publication of results.
The book offers innovative ways of seeing how these connect,
overlap and interact, revealing particular issues of concern for
researchers and evaluators in the context of research
internationally. Key topics include the power and positioning of
research, evidence based policy development, ethics and the
importance of research that seeks to explore and discover
knowledge. The book is divided into two sections. The first
presents chapters from international academics, which provide a
theoretical underpinning and discussion of power, policy, ethics
and their influence on research resourcing, autonomy, purpose and
methodology. The second section explores specific case studies and
instances from the authors' own experiences in the field. This book
offers an interesting and enlightening insight into the sometimes
political nature of research and will appeal to researchers,
evaluators and postgraduate students in the fields of education and
the social sciences. It will be of particular interest to those
studying research methods.
This book analyses examples of quality teaching in professional
education in the human client fields. The first of two volumes, the
editors and contributors use case studies to illustrate the
elements deemed good practice within professional education. There
are many different routes towards preparing well-qualified
professionals through higher education: as diverse as the
professions themselves, these routes are largely determined by
decisions academics make regarding content, curriculum alignment,
integration of research with practice and pedagogical techniques.
Including case studies from midwifery, medical, nursing and
psychology degree programmes, the authors and editors unravel what
good teaching in professional practice looks like in the human
client fields, and how it can be achieved. This rigorous and
comprehensive collection will be of interest and value to students
and scholars of professional pedagogy, as well as practitioners.
This book examines quality teaching in professional education in
the fields of engineering and international knowledge structures.
The second of a two-volume series, the editors and contributors
structure the book around case studies which highlight the elements
constituting good practice within professional education. While
there is no one specific route to prepare well-qualified
professionals, this volume explores the decisions the academics
responsible for delivering this education make to ensure quality
curricula. Ultimately, the key to effective preparations rests with
the value employers place on the focus, emphasis and balance
between the academic and practical in relation to their own
expectations for skills that graduates must have. The second volume
in this collection will appeal to students and scholars of
professional pedagogy, and engineering pedagogy more specifically.
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