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ERIC Number: EJ810401
Record Type: Journal
Publication Date: 2008-Feb
Pages: 11
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0300-4279
Deconstructing Research Discourses: An Analytical Enquiry
Holligan, Chris
Education 3-13, v36 n1 p39-49 Feb 2008
This paper explores themes associated with teacher research and its role in enhancing and more deeply emancipating practice. Wider themes underpin how research might be understood which entails one in acknowledging political and epistemological controversies about the concept of evidence and its use in defining professionalism. Evidence-based practice (EBP) has been defined as the approach to decision-making which is transparent, accountable and based upon a careful consideration of the most compelling evidence. EBP is said to be one of the most compelling success stories of the 1990s, but some feel it may turn teachers into mere information managers, undermining their deeply personalised child-centred knowledge. It follows that taking a stance on these issues has implications for the legitimation of professionalism and evidence-based practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom