Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest

2021 ◽  
pp. 1-18
Author(s):  
David DeLiema ◽  
Ashley Hufnagle ◽  
V.N. Vimal Rao ◽  
Justin Baker ◽  
Jesslyn Valerie ◽  
...  
Keyword(s):  
Educational Research ◽  
Data Selection ◽  
Research Traditions

scholarly journals Reconciling educational research traditions

2017 ◽  
Vol 44 (4-5) ◽  
pp. 357-372 ◽  
Author(s):  
Jennifer M. Gore
Keyword(s):  
Educational Research ◽  
Research Traditions

scholarly journals Knowledge, Evidence, and the Configuration of Educational Practice

2019 ◽  
Vol 9 (2) ◽  
pp. 70 ◽  
Author(s):  
Jim Hordern
Keyword(s):  
Educational Research ◽  
Teaching Practice ◽  
Educational Practice ◽  
European Countries ◽  
Policy Makers ◽  
Research Traditions ◽  
What Works ◽  
Pedagogical Relations ◽  
Coherent Body ◽  
Systemic Improvement

This paper examines the context of evidence-informed practice (EIP) by inquiring into how educational practice is defined and organised, and how predominant understandings of educational practice are concomitant with preferences for particular forms of evidence. This leads to discussion of how certain educational research traditions speak (or are unable to speak) to these evidence requirements, and how this shapes the nature of EIP. While the rise of EIP can be understood as part of the increasing attention paid by governments to systemic ‘improvement’ in education systems, it can be argued that the lack of a coherent body of educational knowledge in many national traditions enables governments to exercise control not only of definitions of ‘what works’ in education but also over conceptualisations of educational practice. For some policy makers and practitioners, the much-remarked dislocation between ‘evidence’ and teaching practice in many national contexts can only be solved by a narrowing of what counts as knowledge alongside a more prescriptive control over what counts as acceptable educational judgement. However, such an alignment serves to exclude wider educational purposes and arguably instrumentalises pedagogical relations. Meanwhile, some continental European countries maintain traditions that may serve to mitigate such developments, although these traditions are not without challenge.

Challenge of educational research

1966 ◽  
Vol 30 (4) ◽  
pp. 379-384
Author(s):  
DE Mattson
Keyword(s):  
Educational Research
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