John Elliott has been a leading researcher, writer and thinker in education for thirty years, and has contributed over twenty books and five hundred articles to the field. This book brings together sixteen of his key writings, drawn together to show the development of his most important ideas and theories and to celebrate his career to date.
Starting with a specially written introduction, John Elliott gives an overview of his career and contextualises his selection. The chapters cover:
rethinking educational research
doing classroom action research
pedagogy as form of action research
the challenge of action research.
This book forms a single easy-access resource for researchers, academics and students who want a introduction to educational theory and an overview of John Elliott's key ideas.
John Elliott is Professor of Education within the Centre for Applied Research in Education, which he directed from 1996-99. He is also a former Dean of the School of Education and Professional Development (1992-95). John Elliott is well-known internationally for his role in developing the theory and practice of action research in the contexts of curriculum and teacher development. In addition, John Elliott has been involved in policy-oriented evaluation research. From 1984-89, he was a member of the Home Office Review of Police Probationer Training.
He is the author and editor of a number of well-known publications in the fields of curriculum and teacher professional development, and has served as a consultant to national and international organisations. He is currently an Advisory Professor to the Hong Kong Institute of Education, and a consultant to the Hong Kong Government on the strategic development of its curriculum reform proposals.
Introduction: The School-Based Curriculum Development Movement Curriculum Development as a Pedagogical Experiment Essay 1: A Curriculum for the Study of Human Affairs - The Contribution of Lawrence Stenhouse Essay 2: Developing Hypotheses about Classrooms from Teachers’ Practical Constructs - An Account of the Work of the Ford Teaching Project Holding Teachers to Account Essay 3: Preparing Teachers for Classroom Accountability Essay 4: Self-Evaluation and Teacher Competence Paradigms of Educational Research Essay 5: Classroom Research - Science or Commonsense Essay 6: Educational Theory, Practical Philosophy and Action Research Essay 7: Implications of Classroom Research for Professional Development Conceptions of Teaching as an Evidence-Based Profession Essay 8: Making Evidence-Based Practice Educational Essay 9: Using Research to Improve Practice - The Notion of Evidence-Based Practice Essay 10: Re-Thinking Pedagogy as the Aesthetic Ordering of Learning Experiences Resolving the Dualism of Theory and Practice Essay 11: Doing Action Research-Doing Practical Philosophy - What the Academy does with an Antagonistic View of Educational Inquiry Essay 12: The Struggle to Redefine the Relationship between ‘Knowledge’ and ‘Action’ in the Academy - Some Reflections on Action Research
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More About This Textbook
Overview
John Elliott has been a leading researcher, writer and thinker in education for thirty years, and has contributed over twenty books and five hundred articles to the field. This book brings together sixteen of his key writings, drawn together to show the development of his most important ideas and theories and to celebrate his career to date.
Starting with a specially written introduction, John Elliott gives an overview of his career and contextualises his selection. The chapters cover:
This book forms a single easy-access resource for researchers, academics and students who want a introduction to educational theory and an overview of John Elliott's key ideas.
Product Details
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Meet the Author
John Elliott is Professor of Education within the Centre for Applied Research in Education, which he directed from 1996-99. He is also a former Dean of the School of Education and Professional Development (1992-95). John Elliott is well-known internationally for his role in developing the theory and practice of action research in the contexts of curriculum and teacher development. In addition, John Elliott has been involved in policy-oriented evaluation research. From 1984-89, he was a member of the Home Office Review of Police Probationer Training.
He is the author and editor of a number of well-known publications in the fields of curriculum and teacher professional development, and has served as a consultant to national and international organisations. He is currently an Advisory Professor to the Hong Kong Institute of Education, and a consultant to the Hong Kong Government on the strategic development of its curriculum reform proposals.
Table of Contents
Introduction: The School-Based Curriculum Development Movement Curriculum Development as a Pedagogical Experiment Essay 1: A Curriculum for the Study of Human Affairs - The Contribution of Lawrence Stenhouse Essay 2: Developing Hypotheses about Classrooms from Teachers’ Practical Constructs - An Account of the Work of the Ford Teaching Project Holding Teachers to Account Essay 3: Preparing Teachers for Classroom Accountability Essay 4: Self-Evaluation and Teacher Competence Paradigms of Educational Research Essay 5: Classroom Research - Science or Commonsense Essay 6: Educational Theory, Practical Philosophy and Action Research Essay 7: Implications of Classroom Research for Professional Development Conceptions of Teaching as an Evidence-Based Profession Essay 8: Making Evidence-Based Practice Educational Essay 9: Using Research to Improve Practice - The Notion of Evidence-Based Practice Essay 10: Re-Thinking Pedagogy as the Aesthetic Ordering of Learning Experiences Resolving the Dualism of Theory and Practice Essay 11: Doing Action Research-Doing Practical Philosophy - What the Academy does with an Antagonistic View of Educational Inquiry Essay 12: The Struggle to Redefine the Relationship between ‘Knowledge’ and ‘Action’ in the Academy - Some Reflections on Action Research