Changing times, changing assessments: International perspectives Special Issue to be published in Educational Research: 2020

Purpose – The purpose of this paper is to offer a personalised overview of the content of English Teaching: Practice and Critique for the years it was hosted at the Wilf Malcolm Institute for Educational Research (WMIER) at the University of Waikato (2002-2014). Design/methodology/approach – It notes trends in relationship to the context of origin of 335 articles published in this period (excluding editorials), including significant increases in articles originating in the USA and Pacific Rim Asian nations, particularly South Korea and Taiwan. It comments on articles that relate to the original vision of the editors’ founders, especially their emphasis on practice, criticality and social justice. Findings – Prevailing themes across 13 years are mapped and in some cases discussed. Originality/value – A number of reflections are shared in relation to the future of the journal and some challenges currently facing subject English.

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Evidence-informed teaching and practice-informed research

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000310 ◽

2021 ◽

Vol 35 (2-3) ◽

pp. 199-208

Author(s):

Leila E. Ferguson

Keyword(s):

Preservice Teachers ◽

Educational Research ◽

Teacher Educators ◽

Research Evidence ◽

Educational Practice ◽

Epistemic Cognition ◽

Special Issue ◽

Teachers Beliefs ◽

Roles Of Teacher ◽

Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

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Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000311 ◽

2021 ◽

Vol 35 (2-3) ◽

pp. 209-214

Author(s):

Frank Fischer

Keyword(s):

Decision Making ◽

Teacher Education ◽

Problem Solving ◽

Educational Research ◽

Information Sources ◽

Research Evidence ◽

Scientific Evidence ◽

Scientific Information ◽

Special Issue ◽

The Individual

Abstract. This discussion first highlights novel aspects that the individual articles contribute to the special issue on (future) teachers' choice, use, and evaluation of (non-)scientific information sources about educational topics. Among these highlights are the conceptualizations of epistemic goals and the type of pedagogical task as moderators of the selection and use of scientific evidence. The second part raises overarching questions, including the following: How inclusive do we want the concept of evidence to be? How should teachers use research evidence in their pedagogical problem-solving and decision-making? To what extent is multidisciplinary teacher education contributing to epistemological confusion, possibly leading to (pre-service) teachers' low appreciation of educational research?

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Transformative Educational Research: Fleshing Out the Concepts

Journal of Education and Research ◽

10.3126/jer.v7i1.21236 ◽

2018 ◽

Vol 7 (1) ◽

pp. 1-10

Author(s):

Bal Chandra Luitel ◽

Shree Krishna Wagley

Keyword(s):

Educational Research ◽

Paradigm Shift ◽

Research Approach ◽

Multidimensional Approach ◽

Special Issue ◽

Transformative Research ◽

Emerging Leaders ◽

Future Directions ◽

Knowledge Practice ◽

The Given

In reference to this special issue, the idea of transformative educational research (TER) brings into light the integrated meanings on ‘the what’, ‘the why’, ‘the how’, ‘the who’, and ‘what next’ of transformative research approach in education, bringing together the ideas shared in the conference, and existing theoretical referents in this area of knowledge/practice. This concept note, thus, primarily seeks to define transformative research approach in education, taking into consideration what an associated research and practitioner agenda might look like. So as to achieve this purpose, this paper frames TRE practices so far, and creates space to think on future directions for education, and educational research through different sub-headings: (1) TER as multidimensional approach, (2) TER as a response to paradigm shift, (3) TRE as arts-based multi-paradigmatic space, (4) TER for emerging leaders at various spheres of life-world, and (5) TER as imagining the world beyond the given.

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International perspectives on social justice: Introduction to the special issue

School Psychology International ◽

10.1177/0143034319897359 ◽

2020 ◽

Vol 41 (1) ◽

pp. 3-12

Author(s):

Sally L. Grapin ◽

David Shriberg

Keyword(s):

Social Justice ◽

School Psychology ◽

Educational Psychology ◽

Practice Research ◽

Special Issue ◽

Global Perspectives ◽

International Perspectives ◽

The Social ◽

And Training ◽

International Social

The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

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