Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationa "now codified in the federal law that authorizes the bulk of elementary and secondary education programsa "have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fielda "including education researcha "develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.

Scientific Research in Education

This paper begins by identifying what it sees as the current crisis in curriculum theory. Following a brief history of the field, it argues that recent developments have led to it losing its object––what is taught and learned in school––and its distinctive role in the educational sciences. Arising from this brief account of the origins and nature of this ‘crisis’, the paper argues that curriculum theory must begin not from the learner but from the learner’s entitlement to knowledge. It then develops a framework for approaching the curriculum based on this assumption which is illustrated by an example of how the Head Teacher of a large secondary school in England used these ideas. Finally, it examines three widely held criticisms of the knowledge-based approach developed here and the issues that they raise.

/pdf/overcoming-the-crisis-in-curriculum-theory-a-knowledge-based-53bgidru5q.pdf

Overcoming the crisis in curriculum theory : a knowledge-based approach

Key concepts in adult education and training , Key concepts in adult education and training , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی

Key concepts in adult education and training

In this article, Graham Nuthall critiques four major types of research on teaching effectiveness: studies of best teachers, correlational and experimental studies of teaching- learning relationships, design studies, and teacher action and narrative research. He gathers evidence about the kind of research that is most likely to bridge the teaching-research gap, arguing that such research must provide continuous, detailed data on the experience of individual students, in-depth analyses of the changes that take place in the students' knowledge, beliefs, and skills, and ways of identifying the real-time interactive relationships between these two different kinds of data. Based on his exploration of the literature and his research on teaching effectiveness, Nuthall proposes an explanatory theory for research on teaching that can be directly and transparently linked to classroom realities.

Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap.

Recent decades have seen an increasing stress on the need to monitor and manage educators, and hold them to account. This article argues that, while learning outcomes can be valuable if properly used, they have been misappropriated and adopted widely at all levels within the education system to facilitate the managerial process. This has led to their distortion. The claim that they can be made precise by being written with a prescribed vocabulary of special descriptors so as to serve as objective, measurable devices for monitoring performance, is fundamentally mistaken, and they may be damaging to education when used in this way. After a brief sketch of the background to the notion of learning outcomes, arguments are presented to show their vacuity and uselessness when misused in this way, and explanations of their inadequacies are offered.

The Trouble with Learning Outcomes

Introduction. 1 Philosophy. 2 Education. 3 Development. 4 The Curriculum. 5 Teaching. 6 Teaching and Personal Relationships. 7 Educational Institutions. Further Reading. Index of Proper Names. Subject Index.

The logic of education

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The logic of education