This paper analyses the conceptual significance of different methods of researching learning. Based largely upon our own experiences, we briefly compare the use of mini-ethnography, life history, cross-sectional surveys and existing panel survey data. We argue that there are strong affinities between each of these methods and significantly…

This paper argues that much contemporary educational policy makes assumptions about learning that are directly contradicted by the best research and theorising of learning that has occurred over the last decade and more. This worrying mismatch is largely attributable to adherence by policy makers (and other key stakeholders such as employers), to…

This article explores the strengths and weaknesses of Lave and Wenger's concept of "legitimate peripheral participation" as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which…

Recent years have witnessed the rapid rise of a new educational research orthodoxy in the UK and the USA. Central to that orthodoxy are the assumptions that method can ensure objectivity in research, and that more objective 'safe' research to inform practice is needed. But educational research is a field made up of overlapping communities of…

Draws upon a longitudinal research project that focused on learning career transformations. Explains that the study initially involved Year 11 students (n=79) from secondary schools in England. Focuses specifically on the case of student Amanda Ball, considering the implications for understanding learning. Includes references. (CMK)