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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.
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Table of Contents
Acknowledgements x
Introduction 1
The school-based curriculum development movement 1
Curriculum development as a pedagogical experiment 2
Holding teachers to account 4
Paradigms of educational research 6
Conceptions of teaching as an evidence-based profession 7
Resolving the dualism of 'theory and practice' 9
Concluding remarks 10
Curriculum development as a pedagogical experiment 13
A curriculum for the study of human affairs: the contribution of Lawrence Stenhouse 15
The humanities in the innovatory secondary modern school 15
Curricula as praxiologies 18
Towards a vernacular humanism: the humanities project 20
Developing hypotheses about classrooms from teachers' practical constructs: an account of the work of the Ford Teaching Project 30
The context of the project 30
The organizational framework of the project 31
The project's design as classroom action research 32
Teachers' theories of teaching 36
Criteria for testing practical theories of inquiry/discovery teaching 40
Triangulation as a method of initiating self-monitoring 42
Developing hypotheses from classroom data 50
Developing self-monitoring ability: some hypotheses 56
Ford Teaching Project 60
Holding teachers to account 63
Preparing teachers for classroom accountability 65
Towards a genuine and fair model of classroom accountability 65
Developing self-monitoring capabilities 69
Theory and preparation for accountability 77
Acknowledgements 79
Self-evaluation and teacher competence 81
Self-evaluation and methodological competence 82
Conclusion 86
Paradigms of educational research 89
Classroom research: science or commonsense? 91
Concept and purpose 91
Two types of concept 91
Commonsense theorizing 93
Implications for educational research in classrooms 95
Educational theory, practical philosophy and action research 99
The demolition of the disciplines in the development of educational theory 99
Do the disciplines have any role at all? 102
Gadamer on 'understanding and practice' 105
Educational action-research, case study, and the disciplines 108
The Habermas-Gadamer debate 110
Implications of classroom research for professional development 113
Introduction 113
Process-product studies 113
Educational action research 117
Conceptions of teaching as an evidence-based profession 129
Making evidence-based practice educational 131
Redirecting educational research in the service of outcomes-based education 131
The policy context of educational research 134
The concept of education and the role of educational research 137
Stenhouse on research-based teaching 141
Concluding remarks 146
Using research to improve practice: the notion of evidence-based practice 149
Introduction 149
Engaging teachers in and with research: the experience of NASC 152
Rethinking pedagogy as the aesthetic ordering of learning experiences 169
Pedagogy as 'classroom management': the transition from chaos to cosmos 169
Pedagogy and education 170
The learning environment as a complex, aesthetic order 174
Rethinking the pedagogical role of the teacher as the creator of aesthetic order 176
Resolving the dualism of theory and practice 183
Doing action research - doing practical philosophy: what the academy does with an antagonistic view of educational enquiry? 185
The discourse surrounding the idea of educational action research: distortions and subversions 185
Alaisdair MacIntyre and versions of moral enquiry 191
The genealogist's paradox within the post-modern critique of action research 194
The 'absent presence' in the contemporary academy 195
Educational enquiry from the standpoint of tradition 197
Towards a reconstruction of contemporary discourse about the nature of educational enquiry 200
The struggle to redefine the relationship between 'knowledge' and 'action' in the academy: some reflections on action research 203
Action research and the theory-practice relationship 203
The post-structuralist challenge and the theory-practice relationship 205
Hannah Arendt and the philosophy of action 207
Theorising from the standpoint of action 210
Concluding remarks 212
Index 215