Education research and educational practice: The qualities of a close relationship

The relationship between education practice and education research has a long history. In modern times, education practice and its relation to education research has been central to debates about the nature and quality of education as an academic discipline in universities. This article reports an empirical study that investigated a new instantiation of the practice–theory debate: ‘close-to-practice’ research in education. The research sought to (a) define and further articulate the concept of close-to-practice research and (b) provide reflections on the quality of close-to-practice research. The orientation of the work reported in this article is informed by theory on traditions of knowledge in the organisation of education that have contributed to the development of education as an academic discipline. The main section of the article reports the findings of the empirical study. The research design was a rapid evidence assessment (REA), and a series of interviews with education researchers whose experiences were highly relevant to understanding of close-to-practice research issues. The conclusions of the research are reported in relation to how close-to-practice research might be defined, including in relation to quality, but also implications for education as a discipline in universities subject to nationwide assessments of quality.     

A learned flavor preference persists despite the extinction of conditioned hedonic reactions to the cue flavors

Learned flavor preferences can be strikingly persistent in the face of behavioral extinction. Harris, Shand, Carroll, and Westbrook (2004) suggested that this persistence may be due to flavor preference conditioning’s producing a long-lasting change in the hedonic response to the conditioned stimulus (CS+) flavor. In the present study, the CS+ flavor was presented in simultaneous compound with 16% sucrose, whereas the CS− flavor was presented with 2% sucrose. During subsequent two- and one-bottle tests, the CS+ and CS− flavors were presented in 2% sucrose. Hedonic reactions during training and test were assessed using an analysis of the microstructure of licking behavior. Conditioning resulted in greater consumption of the CS+ than of the CS− that did not extinguish over repeated two- and one-bottle tests. The mean lick cluster size was higher for the CS+ than for the CS− only on the first cycle of tests. Since lick cluster size can be used as an index of stimulus palatability, the present results indicate that although the hedonic reaction to the CSs did change, this was not maintained across repeated tests. Thus, changes in the hedonic response to the conditioned flavors cannot explain the resistance to the extinction of learned flavor preferences.     

Place‐related identity,texts, and transcultural meanings

The spatial turn has been marked by increasing interest in conceptions of space and place in diverse areas of research. However, the important links between place and identity have received less attention, particularly in educational research. This paper reports an 18‐month research project that aimed to develop a theory of place‐related identity through the textual transactions of reading and writing. The research was an in‐depth qualitative study in two phases: the first phase involved the development of an interdisciplinary theory of place‐related identity, which was ‘tested’ in a second empirical phase. Two contrasting primary school classes were the site for the research that included the development of a unit of work, inspired by the book My place, as a vehicle for exploring place‐related identity. The data were interviews, classroom observations and outcomes from pupils’ work. The construct of transcultural meanings, established from the analytic categories of localising identity, othering identity and identity as belonging, was identified as a defining phenomenon of place‐related identity. The conclusions offer reflections on the development of our initial theory as a result of the empirical work, and the implications for practice and future research.