Lawrence Stenhouse

Bio: Lawrence Stenhouse is an academic researcher from University of East Anglia. The author has contributed to research in topics: Curriculum & Curriculum mapping. The author has an hindex of 17, co-authored 30 publications receiving 5856 citations. Previous affiliations of Lawrence Stenhouse include Durham University.

An introduction to curriculum research and development

Abstract: Intended for teachers and students, this is an introduction to school curriculum research and development.

What counts as research

Abstract: (1981). What counts as research? British Journal of Educational Studies: Vol. 29, No. 2, pp. 103-114.

Research Methods in Education

Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Toward a Theory of Culturally Relevant Pedagogy

Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

Qualitative methods in research on teaching

Abstract: This chapter reviews basic issues of theory and method in approaches to research on teaching that are alternatively called ethnographic, qualitative, participant observational, case study, symbolic interactionist, phenomenological, constructivist, or interpretive. These approaches are all slightly different, but each bears strong family resemblance to the others. The set of related approaches is relatively new in the field of research on teaching. The approaches have emerged as significant in the decade of the 1960s in England and in the 1970s in the United States, Australia, New Zealand, and Germany. Because interest in these approaches is so recent, the previous editions of the Handbook of Research on Teaching do not contain a chapter devoted to participant observational research. Accordingly, this chapter attempts to describe r~s and their theoretical _nresup~s in considerable detail and does not attempt an exhaustive review of the rapidly growing literature in the field. Such a review will be appropriate for the next edition of this handbook. From this point on I will use the term interpretive to refer to the whole family of approaches to participant observational research. I adopt this term for three reasons: (a) It is more inclusive than many of the others (e.g., ethnography, case study); (b) W Blake

Professional Learning Communities: A Review of the Literature

Abstract: 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.

Participatory Action Research: Communicative Action and the Public Sphere.

Abstract: [Extract] Participatory action research has an extensive history in many fields of social practice. Our aim in this chapter is to develop the view of participatory action research that has shaped our own theory and practice during recent years.