Guide Doing Practitioner Research Differently

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This paper is partly the 'story so far' of my thinking in explaining how and why I am continuing to ask the question, "How do I improve what I am doing here? I also view this writing as an opportunity to communicate with other educators the changes ontological, epistemological and methodological that are taking place in my own learning as a result of my engagement with research methods in education, in the hope of contributing the knowledge-base in education. I continue to experience tension from existing as a living contradiction in my social context.

I hold certain values very dear whilst at the same time I experience their denial. I hold the belief that my values could be lived more fully in my practice and that this will improve what I am doing. I believe that this description and explanation of my learning and continuing attempts to live my values more fully in practice is a tentatively emerging living educational theory. Whilst this remains unchanged and continues to form the basis of my enquiry, a fundamental shift has taken place in my thinking around the processes of practitioner research.

At first I was content to pursue what I perceived as a 'straightforward' question such as, "How will the development of a creative curriculum impact on the learning of the children I teach?

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I could generate knowledge about what my pupils were doing and describe and explain their actions. Using test results, work sampling, interview and questionnaires, etc, would provide suitable evidence to back up any claims to knowledge. This was a comfortable existence of sorts — pleasing, I felt, to the academy and to myself.

It appeared to tick all the right boxes. However, I sensed it did not adhere to the original principles laid out in the form of the "Three Original Ideas" — where did this truly link with my values as I perceived them? The greatest measure of truth I could find as I laid out my original values was in a statement that I wished to help within my context to provide learners with the capacity to take delight in and to some degree feel uplifted by their own learning, as well as promoting an understanding that learning embraces in some way all the different theories surrounding it.

Reading this, I became concerned that I was becoming too detached from the potentially rich experience of my own practice in the process of researching it to create evidence. If I was not truly attuned to the uplifting and otherwise! My reading of Eisner helps me to clarify this further. Getting too close to practice hampers perspective.

There is, surely, a grain of truth here. But just as surely the test of theory is how well it enables us to deal with our practical tasks. Theory is a tool, not simply an end within the professional sphere, and tools untested or misunderstood are hardly useful. Eisner, E. So what has changed?

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I believe that what I am doing has moved beyond the necessity to ask about one particular element of teaching and learning, such as creativity, pupil voice, or a curriculum-based component. It is helpful for me at this point to again identify with Elliot Eisner, in his presidential address to the American Educational Research Association, Forms of Understanding and the Future of Educational Research, Eisner I came to believe that humans do not simply have experience; they have a hand in its creation, and the quality of their creation depends upon the ways they employ their minds.

A second idea that has guided my journey is the belief that the use of mind is the most potent means of its development. What we think about matters.


  1. Doing Practitioner Research Differently by Marion Dadds - ;
  2. References.
  3. Habt Ihr über mich gesprochen? - Ich hab den Braten schon gerochen!: Lustige Verse (German Edition).
  4. Except Your Righteousness Shall Exceed . . ..
  5. Erotic Poetry.
  6. Practitioner-researchers - Wiki of Living Educational Theory?

What we try to do with what we think about matters. And so it follows, what schools allow children to think about shapes, in ways perhaps more significant than we realize, the kinds of minds they come to own. As the English sociologist Basil Bernstein suggests, the curriculum is a mind altering device We might extend his observation and say, "Education itself is a mind-making process.

Educational Researcher, Vol. It is the ideas of created quality experience and the use of mind that have become so interesting to me. I believe they point the way forward to a focus on values embedded within ontology, epistemology and therefore methodology and, for the purposes of this paper, research methods themselves.

In a written response to a student's question, Jack Whitehead drew attention to what Marion Dadds and Susan Hart refer to as.

References

Perhaps the most important new insight for both of us has been awareness that, for some. We had understood for many years that substantive choice was fundamental to the motivation and effectiveness of practitioner research Dadds ; that what practitioners chose to research was important to their sense of engagement and purpose.

But we had understood far less well that how practitioners chose to research, and their sense of control over this, could be equally important to their motivation, their sense of identity within the research and their research outcomes. Dadds, M. I wish to identify with this concept of 'methodological inventiveness,' in as much as whilst I wish to focus my enquiry on the creation of quality experience, my greater purpose is to examine critically the how of the practitioner-research process.

I see this as a means of generating a living theory that in of itself is transforming and improving what I am doing and is in turn a transforming influence on those with whom I share the leaning space. I am developing my awareness of the pitfalls that present themselves as I choose to focus on communicating this. This chapter is about the place of research in social work practice today. It will have two focal points: firstly, an understanding of research and its impact on social work practice; and secondly, the question of whether social work practitioners can undertake research themselves and if so, how.

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  • Information.
  • Doing Practitioner Research by Mark Fox!
  • Das Motiv des Traums und des Klavierspiels in Arthur Schnitzlers Fräulein Else (German Edition)!
  • Jean McNiff - References for the above papers.
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