Dear Sarah,
I like your remarks regarding "internationally excellent" research.
Although the dimension of influence might be important, other dimensions
can be important as well such as relevance, the ability to generalize from
the findings in different contexts in addition to matching the international
research standards.
Excellent research in any community speaks for its self. It has neither a
specific language nor specific culture. Only good researchers any where can
detect it.
Regards,
Samia
-----Original Message-----
From: BERA Practitioner-Researcher
[mailto:[log in to unmask]] On Behalf Of Sarah
Fletcher
Sent: 16 ÊÔÑíä ÇáËÇäí, 2006 04:08 ã
To: [log in to unmask]
Subject: Re: How do i~we recognise world leading educational
practitioner-research?
Dear Marie and Everyone,
I'd like us to focus on this section of your posting: (& thanks for such
thought provoking ideas ...)
'the work has had an educational influence in policy /practice
internationally for the claim to be
made that the piece of educational research is ‘internationally excellent’.
Do we have a concensus on what constitutes 'influence'?
Is the international dimension linked inextricably to opportunity to
influence rather than quality?
(for example, practitioner researchers who are disabled may not be able to
interact internationally
as easily as the non-disabled, those whose first language is English would
seem to have a distinct
advantage, those designated as research active in universities have funding
teaching staff do not)
Does 'Internationally Excellent' mean more than 'has had an influence' -
perhaps that the research
process and claims to know have been tried and tested internationally and
found to 'hold good'? (I
am thinking about a process akin to double blind testing where the identity
and the reputation of
the researcher are not driving factors in ensuring the research outcome is
seen to be 'influential'.
Warm regards,
Sarah
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