Dear Brian/Jack/All,
Thank you for a memorable and outstandingly useful opportunity to share ideas.
I have enjoyed being part of 'an awareness raising activity in which we seek to
let each other know where our educational theories can be accessed and where we
can see the evidence of our educational influences in our own learning, the
learning of others and in the learning and education of social formations.' and
hope that the teachers' research I have disseminated here through web-based
snapshots added to our understandings about action research. How do we
encourage more teachers to share their knowledge - these snapshots?
How do engage creatively in communicating our learning? Through photography?
I am deeply gateful for the on and off-line postings which have assisted me in
redrafting my review of the Jack and Jean's action research guide for teachers
- the redrafted version is now accessible at http://www.TeacherResearch.net
If you would like to engage in a discussion about teacher research you are
warmly invited to join http://www.jiscmail.ac.uk/lists/TEACHERRESEARCH.html
Thanks for posting up RAE criteria, Jack. How inadequate such definitions are!
4* world-leading, originality, significance, rigour
3* internationally excellent in terms of originality,significance but which
nontheless falls short of the highest standards of excellence.
2* recognised internationally in terms of originality,significance and rigour.
1* recognised nationally in terms of originality, significance and rigour.
Let's consider the gradient between the criteria and ask where is the humanity
criterion that permeated much, if not all, of our discussions in this list?
What does it MEAN in practitioner terms to be 'excellent' and 'world-leading'?
Who is our judge? What lens do they look through as they consider our research
significant or not? If one teacher can help one child live with more humanity,
if one child learns not to become a terrorist ... THAT for me justifies a 10*.
Thanks for listening, let's keep in touch,
Love and respect,
Sarah
--
Sarah Fletcher
http://www.TeacherResearch.net
Quoting Jack Whitehead <[log in to unmask]>:
> With tomorrow's ending of the 2005 Practitioner-Researcher e-seminar on THE
> NATURE OF EDUCATIONAL THEORIES. WHAT COUNTS AS EVIDENCE OF
> EDUCATIONAL INFLUENCES IN LEARNING do please send in your evaluations by
> replying to this thread.
>
> My original intentions in convening the e-seminar are at:
> http://www.bath.ac.uk/~edsajw/beraprsig2/berapr2005.htm
>
> and these might or might not be related to your own evaluations. I'll add my
> own
> evaluations in relation to the way my understandings have been moved forward
> in
> relation to the criteria of quality that will be used to judge
> practitioner-research in the
> next 2008 RAE.
>
> 4* Quality that is world-leading in terms of originality, significance and
> rigour.
>
> 3* Quality that is internationally excellent in terms of originality,
> significance but
> which nontheless falls short of the highest standards of excellence.
>
> 2* Quality that is recognised internationally in terms of originality,
> significance and
> rigour.
>
> 1* Quality that is recognised nationally in terms of originality,
> significance and
> rigour.
>
> I'm hoping that Pete will be posting tomorrow his thoughts on the process of
> review.
>
> Love Jack.
>
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