Month: November 2013

Knowledge is the route to emancipation: Lawrence Stenhouse on teacher work

By Clive Dimmock Since joining the Robert Owen Centre for Educational Change I am experiencing constant resonances with the work of a man I have admired for most of my 30-year university career. If you espouse these – teachers researching their own practice, action research, use of data to inform improved practice, the centrality of …

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‘A truly postmodern condition’: The unintended side-effects of global education rankings

By Barbara Kehm When the invitation came (in January 2013) to give a presentation at the 5th International Conference on World Class Universities in Shanghai to celebrate 10 years of Shanghai Jiao Tong Academic Ranking of World Class Universities I felt very honoured. But I was also in a split mind concerning my presentation. Could …

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Some challenges of practice-centred research

By Oscar Odena Finding a methodological approach within which to work is not straightforward for practitioner-researchers engaged in enquiry aimed at educational change. Practitioner-researcher projects often (but not always) have a qualitative orientation, focussing on a limited number of participants and allowing for an in-depth analysis of particular cases and interactions. These projects tend to …

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