Text or testament? A comparison of educational and literary critical approaches to research

This paper argues that a wholehearted acknowledgement of the fictionality of the research process creates scope for the development of different and challenging perspectives on experience. It is a reflective account of undertaking research which combined a qualitative analysis of women's learning experiences with textual analyses of the popular romantic fictions they studied on their course. The many parallels between literary critical research and educational research are acknowledged, but major differences between the two approaches are also identified. It concludes that the existence of these differences may restrict the construction of unusual and eccentric, but challenging and insightful analyses of fieldwork data.     

Policy makers’ rhetoric of educational change: A critical analysis

Reforms in education often fail due to insufficient time to implement them, too few charismatic leaders, the influence of the preceding culture, scarce resources or an incapacity to comprehend the complexity of the education system. Most studies dealing with the cognitive aspects of educational change investigate the meaning of change through the lens of the educators and principals and there is not as much research available on the perception and interpretation of change by policy makers and the language they use to communicate messages about policy that affect sensemaking–sensegiving during the process of learning about the changes. Guided by the premise that the language of a reform movement is shaped by its ideology, this article illustrates how press releases of the Ministry of Education in Canton Sarajevo in Bosnia–Herzegovina reflect an exploitation-oriented dominant reform logic. The results of frequency analysis, hierarchical clustering and multidimensional scaling imply that MoE is driven by a top-down perspective to educational change, with a focus on the procedural, organizational and collaborational aspects of reforms that primarily alter the structure of the education system but not its internal substance. We end this paper by suggesting that educational system as complex adaptive system cannot be controlled, but effectively managed through distribution of control and creation of few attractors, benefiting from self-organization in the technical core and making change in the official top-down rhetoric.     

Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements

Despite much research on feedback in teaching placement, there is a limited number of interaction studies. Moreover, how student teachers respond to critical mentor feedback remains quite unmapped. This article aims to explore this interactional aspect through the analysis of 12 post-observation sessions.Critical feedback sequences are analysed by face-work theory (Goffman, 1967). Findings suggest that student teachers are deeply concerned about saving face when receiving critical feedback. Their strategies include “contradicting”, “withdrawing”, and “repairing” face, in addition to “emphasising a self-reflective and progressive face”. This article offers insights that may be helpful for communicating critical mentor feedback.     

An alternative model of researching educational practice: A pedagogic–stereoscopic point of view

While teachers and practitioners are increasingly expected to conduct research on their own practice, there is a lot of educational research that is not directly involved in practice. This often leads to unilateral research perspectives on educational practice. Therefore, this article calls for an alternative model of researching educational practice, summarised through the term ‘pedagogical science’. We argue that practical and normative theories that seek to improve educational practice should be combined with theories that aim to describe and explain. It is further argued that the combination of such perspectives and theories, a so-called stereoscopic point of view, can allow for a thorough and holistic investigation of educational practice. As part of this argumentation, the article addresses critical questions of various theoretical models of educational research, models that are being used in Scandinavian, European and Anglo-American research on educational practice. With reference to interdisciplinary models of educational research, such as educational sciences, learning sciences and Bildungswissenschaften, there are trends in which pedagogy is marginalised. Thus, the second argument of the article calls for placing pedagogy at the centre of knowledge production in a broad sense, after which pedagogy is made into a source of knowledge for pedagogical science, which sets forth to test and provide empirical support for pedagogy-based knowledge.     

A journey from the classroom to the world of educational reform: a study of three Korean teachers’ practitioner inquiry

This article explores three Korean teachers’ experiences of carrying out practitioner inquiry as a means of providing meaningful teaching under the test-centred schooling regime in Korea. Practitioner inquiry is a concept that includes multiple genres of educational research such as action research, teacher research, and self-study that aim to change practitioners’ individual practice and, ultimately, the schooling in a society. Based on the analysis of qualitative data, the researcher found that teachers developed their knowledge and expertise in their specific areas of interest and developed strong motivations for transforming the education system. However, their inquiry was limited in practice due to the imposition of test preparation and a prescribed national curriculum. As a result, greater collaboration among practitioners, which not just involves teachers, but wider entities such as administrators, policy makers, and researchers, is required to challenge the current unjust system.     

A nuanced critical realist approach to educational policy and practice development: Redefining the nature of practitioners’ agency

In an age of nationalisation of international educational (leadership) policy, or vice versa, the politics and conflicts behind such policies often take centre stage to the detriment of (research-based) professional expertise. In response, this article develops a nuanced critical realism to propose a practice-based development and implementation of educational (leadership) policy reforms. Based on empirical reports of head teachers’ subversive practice, the article concludes by highlighting that professional expertise is a central component, dubbed ‘formless capability’ (potency), that all stakeholders use to turn policy intentions into policy actions (Actuality). Actuality consists of the three traditional domains of critical realism – the real, the actual and the empirical – whose importance is derived from whether it is a means to (incomplete action) or an end in itself (complete action). It is argued here that empirical experiences of leading schools are the stage of actuality that is directly linked to the complete action of students’ learning and, therefore, stands the most chance of being faithfully and successfully embedded and implemented. Policy mechanisms, therefore, need to reflect such research-based knowledge.     

An analysis of USAID assistance to basic education in the developing world, 1990–2005

What was accomplished and what was learned from United States Agency for International Development’s (USAID) investment of over $733 million aimed at strengthening basic education systems in the developing world? These questions were addressed through an analysis of 286 documents drawn from 33 projects sponsored by the USAID between 1990 and 2005. Findings indicated that USAID projects during this time made important contributions to improving student access, retention, and learning. However, more attention was given to tracking the extent that clients were satisfied and system-level inputs were delivered than in assessing projects accomplishments against stated goals. Some projects were over-promised at the design stage and results were overstated in subsequent evaluations. Based on data from USAID and similar World Bank projects, the authors suggest levels of improvement in student achievement and retention that might serve as reasonable benchmarks in planning future basic education projects.     

Do teachers need to be leaders? Perceptions of educational leadership and management in the Israeli secondary educational system

The study explored the perceptions of student-teachers of educational leadership and management with regard to the roles of homeroom teachers and subject teachers in secondary schools. The participants of the study are students in the biggest College of Education in Israel. The analysis was conducted on the students’ posts in an online forum of an academic course using qualitative and quantitative methods. The students’ posts indicated a differentiation between the perceptions of the two roles on the level of ideology as opposed to the practical level. The most prevailing leadership model that emerged from the findings is transformational with four other models, all of which are congruent with the humanistic approach to teaching. Further research should focus on the gaps between school reality and teacher education programmes in order to facilitate the induction phase for novice teachers.     

Instruments to assess students’ critical thinking—A qualitative approach

Critical thinking (CT) skills are essential to academic and professional success. Instruments to assess CT often rely on multiple-choice formats with inherent problems. This research presents two instruments for assessing CT, an essay and open-ended group-discussion format, which were implemented in an undergraduate business course at a large public university. The topics were intentionally chosen to be digitally-related (internet access and social media) since they raise complex issues, are applicable in many disciplines, and students are avid users, thereby making these instruments relevant, multidisciplinary, engaging, and multifaceted. These instruments may be adapted to enable educators to effectively assess undergraduate students’ ability to think critically. Qualitative analysis of the verbatim data with NVivo helps demonstrate the instruments’ efficacy in assessing CT, with (1) high-quality responses receiving high grades, and (2) overarching themes identified by content analysis, that coalesce into the three dimensions of social justice theory (distributive, procedural, and interactional), thus illustrating students’ consideration of complex fairness norms and societal needs. Excerpts of student responses are provided as illustrations of the indicators/evidence of critical thinking. Educators can use these instruments to first assess students’ CT skills, and then devise targeted interventions to improve the quality of students’ thought processes.     

How to support and engage students in alternative forms of education and training? A qualitative study of school staff members in Flanders

This study focuses on how students, who for a variety of reasons struggle in mainstream secondary schools, can be supported and engaged by alternative forms of education and training to attain a (formal) qualification. Interviews and focus groups are carried out with school staff members of distinct types of alternative learning arenas in Flanders (northern part of Belgium): second chance secondary education, part-time apprenticeship track and part-time work-based vocational education. Our analyses reveal that, due to the selectiveness of mainstream secondary education, staff members in alternative learning arenas mainly struggle with the ways to develop inclusive curricula/practices and with the actual content of the curricula of their educational training or programme they are supposed to teach. Staff members struggle with putting into practice the fundamental aim to prepare socially vulnerable students for their future lives. Debates within the school team focus upon the relative importance of transferrable, specialist and social skills and competences. Results of this study are discussed to further enhance the professionalisation of school teams, and can be seen as the starting point to specify and develop the curriculum taught in both alternative learning arenas and mainstream secondary education.     

A study on the application of laozi ’s thoughts on educational leadership and management

This paper attempts to apply historical methods to help understand the relationship between the philosophy espoused in the works of Laozi or Tao De Ching and educational leadership. The objective is to study the thought of Laozi regarding leadership, to identify ideas and solutions that can be applied in modern educational management, as well as to provide a new definition and values to the ideas of Laozi. Laozi lived in ancient times, meaning that the works describing his thought are difficult to understand. The present study is primarily based on English sources written on Laozi by Ju-Chou Yang and on the commentary on Laozi by Bi Wang. Additionally, this article also refers to and compares other comments on the ideas of Laozi regarding management. This study finds that Laozi had varied ideas on management and philosophy. Laozi ’s views regarding organization are still relevant today. He stressed flexibility and the importance of adapting to the environment. As regards leadership, Laozi emphasized non-action, softness, humility, calmness and the elimination of desire. Furthermore, in his art of employment, Laozi insisted that leaders must overcome their personal likes and dislikes in relation to individuals to ensure the full utilization of their potential.     

A critical appraisal of four approaches which support teachers’ problem‐solving within educational settings

This paper critically appraises four problem‐solving approaches, based on a range of theoretical perspectives and procedures, which are currently used in educational settings to support adults to find solutions to complex problems that arise within classrooms and the wider school community. The four approaches are: Circles of Adults; Teacher Coaching; Collaborative Problem‐solving Groups; the Staff Sharing Scheme. The principle aim of all of these interventions is to enable school staff to generate solutions to problems so that children and young people who are causing concern are perceived in ways which lead to more constructive actions and outcomes. A second aim is to build the capacity of those working in schools by developing their skills and self confidence as problem‐solvers and decision‐makers; the assumption being that they will be more able to solve similar problems in the future largely on their own, without the need for extensive external support. The paper then considers the relative strengths and limitations of each approach in relation to practice.     

Do extra-curricular activities in schools improve educational outcomes? A critical review and meta-analysis of the literature

Secondary schools tend to sponsor a large number of extra-curricular activities (ECA) yet little is known about their contribution to students’ educational outcomes. This meta-analysis aims to determine what it is about ECA participation that supports positive educational outcomes. Furthermore, this study challenges the theoretical assumptions about the benefits of participation in ECA. 29 studies (all except for one based on data collected in the United States) met the search criteria for inclusion in the analysis. Most effect sizes on academic achievements yielded from non-specific ECA, academic clubs and journalism were small, as were participation in performing arts, sports and leadership activities on a range of educational outcomes. Although the results show associations between participation in ECA and educational outcomes, causal effects could not be confirmed. It is concluded that the lack of evidence supporting the causal effects, and thus the common theoretical assumptions about the effects of ECA on educational outcomes, is due to methodology limitations in these studies.     

Priorities and strategies for education — A world bank review: The process and the key messages

This paper reviews the reasons for the 1995 World Bank sector review Priorities and Strategies for Education, and describes the consultative process followed in its preparation. Despite enormous progress, developing and transitional economies face major challenges of enrollments, equity, quality and in delaying reform. They can meet these challenges by giving a higher priority to education, paying more attention to learning and labor market outcomes, focusing public investment on basic education, attending to equity, involving households and encouraging autonomous educational iinstitutions.