Full Description
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.
Contents
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
