CALL FOR PAPERS – SPECIAL ISSUE BRITISH EDUCATIONAL RESEARCH JOURNAL (BERJ)

2007 ◽  
Vol 33 (2) ◽  
pp. 289-290
Keyword(s):  
Educational Research ◽  
Special Issue ◽  
Research Journal ◽  
British Educational Research Journal

scholarly journals International studies of school design – Lessons for Europe on innovation and risk

2021 ◽  
pp. 147490412110146
Author(s):  
Joanne Deppeler ◽  
Ian Thompson ◽  
Deborah Corrigan
Keyword(s):  
Social Change ◽  
Educational Research ◽  
Learning Environments ◽  
School Design ◽  
International Studies ◽  
Special Issue ◽  
Participatory Approaches ◽  
Research Journal ◽  
Innovative Learning ◽  
Innovative Learning Environments

This editorial sets out the context and agenda for this special issue of European Educational Research Journal, which brings together five accounts of research from diverse international contexts in relation to schools that are being designed and promoted as innovative learning environments (ILEs). The overall purpose is to advance what is known about innovation and the challenges and risks involved for those engaged in the design and occupation of ILEs. We begin by outlining some of the important considerations for researchers working in ILE projects that specifically place an emphasis on participatory approaches to innovation and put educational and social change, at the centre of the work. We then highlight some themes for readers to keep in mind as they consider the arguments developed in the papers.

scholarly journals Introduction: Ethical issues in educational research

2020 ◽  
Vol 19 (1) ◽  
pp. 3-9
Author(s):  
Shauna Butterwick ◽  
George Head ◽  
Joanna Madalinska-Michalak ◽  
Milosh Raykov ◽  
Alison Taylor ◽  
...  
Keyword(s):  
Educational Research ◽  
Ethical Issues ◽  
Ethical Conduct ◽  
Special Issue ◽  
Research Journal ◽  
Research In Education ◽  
Current Concerns

This special issue of the European Educational Research Journal (EERJ) addresses the issues surrounding current concerns regarding the ethical conduct of research in education. The impetus for ethical regulation of educational research has come from our institutions; therefore, by its very nature it is bureaucratic and often perceived by researchers as obstructive and even unethical. The papers herein tackle these problematic matters by interrogating the difficult questions surrounding ethical processes and charting academics’ experiences of and reactions to them. The issue argues that academics need to take possession of this debate through practice so that it becomes an aid to research, enhancing the conduct of research and the dignity, privacy and humanity of researchers and their participants.

scholarly journals The Europeanisation of Educational Leadership: Much Ado about Nothing?

2009 ◽  
Vol 8 (3) ◽  
pp. 352-358 ◽  
Author(s):  
Simon Clarke ◽  
Helen Wildy
Keyword(s):  
Educational Leadership ◽  
Educational Research ◽  
School Leaders ◽  
European Policy ◽  
Special Issue ◽  
Much Ado About Nothing ◽  
Research Journal ◽  
Introductory Article ◽  
Scholarly Discussion ◽  
Elusive Concept

This introductory article examines the elusive concept of Europeanisation and discusses the implications of this process for educational leadership, especially as it applies to the formation of school leaders. With an eye to Europeanisation, the article also investigates four pertinent themes extrapolated from the scholarly discussion contained in this special issue of the European Educational Research Journal that may be relevant to the broader context of European educational leadership. These themes are: European understandings of the nature and purpose of educational leadership; the practice of educational leadership in the contemporary European policy environment; the preparation, development and support of school leaders according to a European coordinated approach; and the veracity of a Europeanised educational leadership.

scholarly journals Inventing other spaces for European education: Summer School in European Education Studies as a laboratory for educational research in Europe

2020 ◽  
Vol 19 (3) ◽  
pp. 173-182
Author(s):  
Paolo Landri ◽  
Emiliano Grimaldi
Keyword(s):  
Educational Research ◽  
Summer School ◽  
Identity Work ◽  
Discursive Construction ◽  
Special Issue ◽  
Work Identity ◽  
Research Journal ◽  
Conditions Of Possibility ◽  
European Education

This editorial introduces the European Educational Research Journal special issue that hosts four articles co-authored by emerging researchers in the field of educational research in Europe who participated in the Summer School in European Education Studies. We present the Summer School in European Education Studies project, its history and approach, and its ambition to establish a laboratory for inventing ‘other spaces’ for educational research in Europe and beyond. In sharp contrast to the contemporary pressures towards the ‘technicization’ of educational research, the Summer School in European Education Studies is described as a project whose aspiration is to reaffirm the significance of theory and theorizing, and its generative power for the production of alternative outlooks on education and educational research. The aim of the summer school is, thus, to support the discursive construction of new communal spaces in which to reinvent the politics of educational research and the role of education in the nurturing of the European project. The articles published in this special issue are presented as an example of the kind of text work/identity work for which a space such as the Summer School in European Education Studies creates the conditions of possibility.

Accountability policy forms in European education systems: An introduction

2020 ◽  
Vol 19 (2) ◽  
pp. 87-93
Author(s):  
Samir Barbana ◽  
Xavier Dumay ◽  
Vincent Dupriez
Keyword(s):  
Educational Research ◽  
Path Dependence ◽  
Special Issue ◽  
Education Systems ◽  
Research Journal ◽  
Accountability Policy ◽  
French Speaking ◽  
European Education

This article is an introduction to a European Educational Research Journal special issue on accountability policies and instruments in Europe. Two hypotheses grounded in the new institutionalist theory are presented to conceptualise and analyse the variety of national trajectories and forms of accountability in four European education systems (French-speaking Belgium, France, Spain and Portugal). The first hypothesis is that of path dependence, which privileges the prevalence of national histories despite the diffusion of global instruments. Strong resemblances between the countries, meanwhile, would favour the second hypothesis of a globalised field in which education systems are exposed to similar policy schemes.

scholarly journals Evidence-informed teaching and practice-informed research

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.

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

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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