Keywords: a Vocabulary of Culture and Society

Doing your research project , Doing your research project , کتابخانه دیجیتالی دانشگاه علوم پزشکی و خدمات درمانی شهید بهشتی

Doing Your Research Project

International evidence suggests that educational reform’s progress
depends on teachers’ individual and collective capacity and its link with schoolwide
capacity for promoting pupils’ learning. Building capacity is therefore
critical. Capacity is a complex blend of motivation, skill, positive learning,
organisational conditions and culture, and infrastructure of support. Put together,
it gives individuals, groups, whole school communities and school systems the
power to get involved in and sustain learning over time. Developing professional
learning communities appears to hold considerable promise for capacity building
for sustainable improvement. As such, it has become a ‘hot topic’ in many
countries.

Professional Learning Communities: A Review of the Literature

Learning to Labour: How Working Class Kids Get Working Class Jobs

This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.

/pdf/four-ages-of-professionalism-and-professional-learning-r13y3lzt4s.pdf

Four Ages of Professionalism and Professional Learning

1. Introduction: Reading Between the Lines 2. Paper Tigers: Social Research and Documentary Studies 3. The Joy of Life: Doing Documentary Research 4. Behind the Scenes: Records and Archives 5. On the Record: Printed Media and Literature 6. Life and Times: Diaries, Letters and Autobiographies 7. A New Leaf: Connections and Conclusions

Documentary Research: In Education, History and the Social Sciences

Acknowledgements Glossary of terms Getting started What the textbooks say and what they don't History or education? The challenge of the social sciences Using published sources Methodological issues Designing and carrying out a research project References Index.

Historical Research in Educational Settings

Many commentators feared that the UK's Education Reform Act of 1988 sounded the death knell for teacher professionalism in Britain.This book attempts to answer those questions by setting the debates in their historical context and by drawing on detailed research of teachers' work experiences. In the process, it makes a major contribution to our understanding of the politics, history, and sociology of teaching.

The Politics of Professionalism: Teachers and the Curriculum

The professionalism of teachers and their control over the curriculum are often
assumed to be closely linked to each other. In the English context, moreover, there
have been frequent criticisms that the recent emergence of a prescriptive and
centralized National Curriculum has undermined this supposedly intimate
relationship. The present article seeks to examine such assumptions and criticisms by
investigating the changing and contested nature of the relationship between ‘teacher
professionalism’ and ‘curriculum control’.1 It will also highlight some of the
concerns expressed by teachers in this regard as a result of recent curriculum
initiatives undertaken by the British government, especially the National Curriculum,
and will suggest a research agenda of related issues that deserve further and deeper
consideration in the years ahead.

Teacher Professionalism and Curriculum Control

This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the ‘foundation disciplines’ of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as ‘educational research’.

/pdf/disciplines-contributing-to-education-educational-studies-faj4y9u8q5.pdf

Gary McCulloch

Papers

Documentary Research: In Education, History and the Social Sciences

Historical Research in Educational Settings

The Politics of Professionalism: Teachers and the Curriculum

Teacher Professionalism and Curriculum Control

‘Disciplines Contributing to Education?’ Educational Studies and the Disciplines