Logics, theories, models, methodologies, methods...
As I work with different references I will put them on. I don't think all of them are particularly useful but if you are interested and want to share some of my meanderings and make up your own mind I would be very pleased to hear from you if you would like to share your thinking with me.
I am going to try to gather bit and pieces on 'Action Research' here - (this is to remind me where I am parking things until I set up a seperate page)
Whitehead, J. (1989) Creating Living Educational Theories From Questions Of The Kind, ‘How do I improve my practice?’ Published in the Cambridge Journal of Education, Vol. 19, No.1,1989, pp. 41-52.
Whitehead, J. (2008) Using A Living Theory Methodology In Improving Practice And Generating Educational Knowledge in Living Theories. EJOLTs: Educational Journal of Living Theories. 1, (1), pp. 103-126. Accessed 30 August 2009 from ejolts.net/node/81
Dadds, M. & Hart, S. (2001) Doing Practitioner Research Differently, London; RoutledgeFalmer
Medawar, P. B. (1969) Induction and Intuition in Scientific Thought. London; Methuen & Co. Ltd. Some quotes Overview of Medawar and his writing
Mellor, N. (1999) has written on Messy Methods. Links from his site to papers and his thesis are well work following.
Ilyenkov, E. (1977) Dialectical Logic. Moscow; Progess publishers.
Habermas, J. (1976) Communication and the evolution of society. London: Heinemann. Key quote.
Godard, S. (2009) A case against school effectiveness accessed from Steven Godard's website.The TES article that draws on this paper is - Academics demolish 'useless' CVA system definitely worth looking at.
Berliner, D. (2009) Blame for school achievement gap misplaced. Berliner says that NCLB's accountability system is "fatally flawed" because it holds schools accountable for student achievement without regard for the out-of-school factors that affect it. A well respected academic in America contributes to the same arguement that is going on in England.
The practice of educators reflects theories which in turn are the lived expressions of values and beliefs. Sometime the links are obvious and explicity, more often they are not. In making them explicit and recognising where practice is not just inconsistent with my theories or beliefs about how people learn and grow with an increasing understanding of who they are and want to be in the world, but recognise where these inconsistencies have unintended consequences which in effect negate my values - what I hold as important.
Strategic Forum for Research in Education
Lee, C. D. & Rochon, R. (2009) 2010 AERA Annual Meeting Theme: Understanding Complex Ecologies in a Changing World. Retrieved 22 July 2009 from http://www.aera.net/Default.aspx?id=7588 .
Narrative and related research methods
Ellis, T.I. (1990) Invitational Learning for Counseling and Development. Highlights: An ERIC/CAPS Digest. Accessed from http://www.ericdigests.org/pre-9214/learning.htm