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Really useful knowledge? Evidence-informed practice, research for the real world

Avis, James (2002) Really useful knowledge? Evidence-informed practice, research for the real world. Post 16 Educator (8). pp. 22-24. ISSN 0459-2026

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Abstract

'Education today exists within a particular social universe
- the social universe of capital. ' (Rikowski, 2001, pI)
This article touches on three main issues that bear upon
educational research: its socio-economic context
dominant critiques and finally, comments on evidence~
informed practice and research. It is important to consider
these issues as we now increasingly encounter calls for
research that addresses the real world and contributes
towards raising educational standards.

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Item Type: Article
Additional Information: © Post 16 Educator
Uncontrolled Keywords: knowledge research education real world
Subjects: L Education > LB Theory and practice of education
L Education > L Education (General)
Schools: School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Policy Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Social Cohesion Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
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References: Avis, J. (2001) 'Educational Researm, the Teamer Researmer and Social Ju,tice', in Education and Social Justice, Vol 3, No 3, pp34-42 Blunkett, D. (1999) 'fufluence or irrelevance' THES 4 Feb pp36-37 Carr, W. and Kemmis, S. (1986) Becoming Critical, Lewes, Falmer DfEE (200Ib) Best Practice Research Scholarships, London, DfEE DfEE (200Ic) Best Practice Research Scholarships: Assessment Criteria, Lrndon, DfEE DfES (2001) Schools: Achieving Success, London, HMSO Du Gay, P. (2000) 'Representing "Globalisatim": Notes m the discursive ordering of economic life, in Welfare', Gilroy, P., Grossberg, L., McRobbie, A. (eds) Without Guarantees: in honour of Stuart Hall London, Verso Hammersley, M (1993) 'On the teamer as researmer' in Hammersley, M. (ed) Educational Research: Current Issues, Vol I, London, Paul O1apIllilD Jobnsm, R. (1979) "'Really useful knowledge": radical educatim and working class cuhure, 1790-1848', Clarke, J., Critmer, C., Jobnson, R. (eds) Working Class Cuhure: Studies in History and Theory, Londm, Hutdlinsoo Mulgan, G. (1998) 'Whinge and a prayer' Marxism TodayNovlDecpp 15- 16 Pring, R. (2000) 'Editorial: educational researm', British Journal of Educational Studies, vo148, No I, pp 1-10 Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, Londm, Heinemann Rikowski, G. (200 I) 'Six points m educatim for human capital, employer needs and business in New Labour's Green Paper', paper prepared for an opw meeting m pmnoting comprehwsive education in the 21st ow1ury, Camdw Town Hall, Londm, 24th Marm Ru,tin, M (1998) Soundings Issue 8pp7-14 Tooley, J. (1999) 'Popperian approaches to raising standards in educational researm'. in Swann, J. Pratt, J. (eds) Improving Education: RealistApproaches toMethods andResearch, Lmdon, Cassell Educatim Tooley, J., Darby, D. (1998) Educational Research: a Critique, Lmdm, Ofsted.
Depositing User: Sara Taylor
Date Deposited: 21 Dec 2007
Last Modified: 31 Mar 2018 12:16
URI: http://eprints.hud.ac.uk/id/eprint/492

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