The Robert Owen Centre for Educational Change at the University of Glasgow has been working with colleagues at the University of Southampton to explore the impact of academy chains in England. This work builds on earlier work exploring the impact of federations on student outcomes (Chapman and Muijs, 2013) and qualitative studies of academy chainsContinue reading “Exploring the impact of academy chains in England”
Tag Archives: schools improvement
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 ofContinue reading “Knowledge is the route to emancipation: Lawrence Stenhouse on teacher work”
‘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. CouldContinue reading “‘A truly postmodern condition’: The unintended side-effects of global education rankings”
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 toContinue reading “Some challenges of practice-centred research”
Learner-centred education, democracy, and the problem of educational change
By Michele Schweisfurth I was in New York last week, which was a very fine place to be in the autumn, or just about anytime for that matter. I was there to attend an Open Society Foundations-sponsored meeting of some of us who have been researching learner-centred education as an imported practice in developing countries.Continue reading “Learner-centred education, democracy, and the problem of educational change”
How do researchers make sense of large amounts of qualitative data?
By Oscar Odena In my experience of carrying out research in a number of contexts, making sense of large amounts of qualitative data is the real issue for many researchers. And that’s not surprising. One of the expectations of social enquiry projects is that they will have a decent amount of data which helps addressContinue reading “How do researchers make sense of large amounts of qualitative data?”