Education Policy Research : design and practice at a time of rapid reform
著者
書誌事項
Education Policy Research : design and practice at a time of rapid reform
(Bloomsbury research methods)
Bloomsbury, 2014
- : pbk
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 169-189) and index
内容説明・目次
内容説明
In Education Policy Research, Helen M. Gunter, David Hall and Colin Mills bring together contributions from a range of researchers, academics and practitioners. Each chapter draws on critical theoretical perspectives and showcases innovative research projects within educational settings to understand the current changes in schools, schooling and education, to explore critical questions. The varied accounts demonstrate the importance of partnerships between schools and higher education, and of putting educational research into context, specifically charting the ways in which schools and schooling have been reformed through government interventions.
Education Policy Research presents new research findings on the realities of how educational practice can be understood and explained, so enabling researchers to take a reflexive stance towards their own work. The editors and contributors take seriously the need to rethink their data and consider the contribution of research dispositions and practices to ongoing change and development. At the same time, the chapters give recognition to what research and researchers can and cannot do, contributing to the ongoing debates about the value of - and the urgent ongoing need for - social science research.
目次
Foreword, Michael Apple
Introduction: Working Towards Critical Social Explanation, Helen M. Gunter, David Hall and Colin Mills
Part I: Embedded Researchers
1. Embedded research: contextualising managerialisation in a local authority, James R. Duggan (Manchester Metropolitan University, UK)
2. Student Action Research: fluidity and researcher identities, Patricia M. Davies (University of Manchester, UK)
3. Navigating research partnerships as a critical secretary, Harriet Rowley (Manchester Metropolitan University, UK)
4. School - university partnerships: border crossings as 'a legal alien', Maija Salokangas (Trinity College Dublin, Ireland)
Part II: Insider and Outsider Researchers
5. Negotiating trust: researching the practice of school business managers, Paul Armstrong (University of Manchester, UK)
6. Leading Primary Schools: Adopting and Shaping Practice for a Changing Climate, Maureen Cain (University of Manchester, UK)
7. Promoting researcher well-being: emerging and changing identites, Carl Emery (University of Manchester, UK)
8. New teachers and Masters-level study: researching tensions in the policy-practice interface, Cate Goodlad (University of Manchester, UK) and John Hull (University of Manchester, UK)
Part III: Researchers as theorisers
9. School-university Research Partnerships: Knowledge Production and the Impact of Rapid Reform, Ruth McGinity (University of Manchester, UK)
10. Competing identities of the academic researcher in studies of higher education participation: Ambassador or Observer?, Steven Jones (University of Manchester, UK)
11. Virtue and ethics in education policy research: the case of "personalised learning" and "voice", Stephen Rogers (University of Manchester, UK)
Conclusion: Thinking with Theory at a Time of Rapid Reform, Helen M. Gunter, David Hall and Colin Mills
Index
「Nielsen BookData」 より