Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research and Practice

2003 ◽  
Vol 8 (1) ◽  
pp. 99-113 ◽  
Author(s):  
Michael J. Furlong ◽  
Angela D. Whipple ◽  
Grace St. Jean ◽  
Jenne Simental ◽  
Alicia Soliz ◽  
...  
Keyword(s):  
Educational Research ◽  
School Engagement ◽  
Research And Practice ◽  
Multiple Contexts

scholarly journals Educational Research and Practice

2021 ◽  
Author(s):  
Abiodun Christian Ibiloye
Keyword(s):  
Secondary Schools ◽  
Educational Research ◽  
Design Principles ◽  
Learning Resources ◽  
Learning Situation ◽  
Original Design ◽  
Research And Practice ◽  
Classroom Space ◽  
Lesson Delivery ◽  
Column Design

Teachers must innovatively bring the best out of learning situation, classroom space and available learning resources. However, very few and mostly not serious researches have been published on effects of seat arrangements on cognition, lesson delivery and classroom control. This article was aimed at highlighting the principles and clarify the context in which school proprietors and teachers (of both elementary and secondary schools) can choose or make innovations on three popular student seating arrangements: the traditional long rows,(with its variants, stadium, theatre , or angled row seats), the U-shape or horseshoe design and the paired module (two or three person per desk) row by column design. These are discussed: based on their original design principles, literature on their usage, the researcher’s students-centered experiments on their limitations. The arrangement of pair desk modules was shown to be the best in all situation, easy to readjust into pod-community like design and into u-shape when appropriate, given its flexibility, advantage in time before lesson, and with the optimum results.

scholarly journals Discourses on Learning in Education:Making Sense of a Landscape of Difference

2021 ◽  
Vol 6 ◽  
Author(s):  
Brent Davis ◽  
Krista Francis
Keyword(s):  
Educational Research ◽  
Network Theory ◽  
Iterative Process ◽  
Conceptual Metaphor ◽  
Conceptual Metaphor Theory ◽  
Research And Practice ◽  
Metaphor Theory ◽  
The Future ◽  
To Come

There are hundreds, perhaps thousands, of “theories of learning” at play in the field of education. Given scant agreements on the meaning of “learning” and the purpose of “theory,” such quantity is perhaps unsurprising. Arguably, however, this situation is indefensible and debilitating in an academic domain so focused on interpreting and influencing learning. We describe our own efforts to come to terms with this matter. Oriented by Conceptual Metaphor Theory and network theory, we are attempting to “map” contemporary treatments of learning—whether implicit or explicit, written or spoken, descriptive or prescriptive, formal or informal, scientific or folk. We report on our iterative process, evolving design, and emergent insights. We discuss the potential relevance of this and similar efforts for the future of educational research and practice.

Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy

2021 ◽  
pp. 153270862110604
Author(s):  
Penny A. Pasque ◽  
Lori D. Patton ◽  
Joy Gaston Gayles ◽  
Mark Anthony Gooden ◽  
Malik S. Henfield ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Black Women ◽  
Educational Research ◽  
White Supremacy ◽  
Educational Leaders ◽  
Research Process ◽  
Racial Equity ◽  
Research And Practice ◽  
Sociopolitical Context ◽  
Women Educational Leaders

We explore “ Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy” to engage scholars in thinking about and reflecting on what it means to conduct qualitative research from a standpoint that honors Black lives in the research process while also disrupting racism and white supremacy. First, we unapologetically take up topics including engaging “diversity” in qualitative research, interrogating the etic perspective in the “new” focus on race, using critical perspectives to inform research and practice, examining the racialization of positionality, focusing on Black women educational leaders, and engaging schools and communities. Next, we engage in dialogue with each other to push ourselves—and you/the reader—to think more deeply about the serious and potentially dangerous implications of our research decisions. Given the unprecedented historical present we are all experiencing in our lifetime, we are committed to shifting the landscape of qualitative research as well as using research to shift our sociopolitical context toward racial equity and justice.

The potential of threshold concepts: an emerging framework for educational research and practice

2007 ◽  
Author(s):  
Ursula Lucas ◽  
Rosina Mladenovic
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Educational Research ◽  
Theoretical Framework ◽  
Research Field ◽  
Higher Education Research ◽  
Threshold Concepts ◽  
Research And Practice ◽  
Threshold Concept ◽  
Introductory Accounting

This paper explores the notion of a 'threshold concept' and discusses its possible implications for higher education research and practice. Using the case of introductory accounting as an illustration, it is argued that the idea of a threshold concept provides an emerging theoretical framework for a 're-view' of educational research and practice. It is argued that this re-view both demands and supports several forms of dialogue about educational research and practice: within the disciplines (between lecturers and between lecturers and students) and between lecturers and educational developers. Finally, it is suggested that, rather than representing a research field in its own right, the threshold concepts framework may act as a catalyst, drawing together a variety of fields of research in a productive educative framework.

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