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ERIC Number: EJ1154051
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0267-1522
EISSN: N/A
Denial, Opposition, Rejection or Dissent: Why Do Teachers Contest Research Evidence?
Cain, Tim
Research Papers in Education, v32 n5 p611-625 2017
Internationally, efforts are being made for educational practice to be research-informed on the grounds that schoolteachers will implement what research shows will "work". However, teachers do not necessarily accept research findings; sometimes they contest them. This article considers teachers' contestation in two empirical studies, using the concepts of denial, opposition, rejection and dissent as a framework for understanding such contestation. It finds three reasons why teachers contest research evidence: within-research issues, issues around generalising from research to practice, and non-congruence with personal values. These are explored with reference to the power differentials that are said to exist between research and practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A