Please can you take me off this list
Thanks and good luck
Susan
On 21/10/06 12:27 AM, "Brian wakeman" <[log in to unmask]> wrote:
> Hello Peter and All,
>
> Would it be worth enunciating some principles of
> judgement...some criteria for the various levels of
> value on international research?
>
> How would we recognise each of the levels in
> practitioner research?
>
>
>
>
> What of sharpness and relevance of questions?
>
> What of clarity of ethical principles?
>
> What of quality of data gathering?
>
> Of rigour of analysis
>
> Of awareness and discussion of the writing of others?
>
> What of practical change or improvements that have
> taken place?
>
> What of understandings, theories that have been
> generated?
>
> What of rich possibilities for other professionals to
> generalise naturalistically to their situation?
>
> Of possibilities for others gaining insights, points
> of entry into improving their own problems?
>
> Of relevance and significance to wider and deeper
> local, national and international issues?
>
> Regards
>
>
> Brian
>
> --- Peter Mellett <[log in to unmask]> wrote:
>
>> Dear All
>>
>> Jack wrote on 19 September 2006 under the heading
>> 'A BEGINNING FOR THE 2006-7 PRACTITIONER-RESEARCHER
>> E-SEMINAR'
>> ³ We have 123 subscribers on the list to begin the
>> 2006-2007 Practitioner-
>> Researcher e-seminar on the standards of judgement
>> we use in evaluating the
>> quality of the educational knowledge and educational
>> theories we are
>> creating as practitioner-researchers.²
>>
>> Looking back to last year, I remember Jack opening
>> the e-seminar for 2005
>> with an invitation ". . . to a discussion on the
>> contributions of our
>> living educational theories and our evidence of our
>> educational influences
>> in our own learning and to the future of educational
>> research . . ." with
>> a further invitation ". . . to let each other know
>> where our educational
>> theories can be accessed and where we can see
>> evidence of our educational
>> influences in our own learning, the learning of
>> others and in the learning
>> and education of social formations."
>>
>> I see a common theme between the 2005 and 2006
>> seminar briefings that
>> centres on standards of judgement.
>>
>> In 2005, Jack asked me to take on the role of
>> reviewer as the archive of
>> contributions filled. However, on 30 June at 'Re:
>> Start of the Review
>> Process' I stated:
>> ³. . . I have been perusing postings as they have
>> been made over the past
>> few weeks and must admit to noting that the
>> exchanges have created within
>> me a steadily growing sense of tension as I
>> endeavour to hold on to the
>> original stated theme of the e-seminar i.e. 'The
>> nature of educational
>> theories: what counts as evidence of educational
>> influences in learning?'
>> In an attempt to respond to that tension and to see
>> if the process of
>> review can be moved forward, I propose to go back
>> to basicsı and to
>> undertake an action enquiry under Jack's usual
>> sequential headings:
>>
>> 1. What is my concern ?
>> 2. Why am I concerned?
>> 3. What do I think I can do about it?
>> 4. What kind of 'evidence' can I collect to help me
>> make some judgements
>> about what is happening?
>> 5. How do I plan to collect such evidence?²
>> 6. How shall I check that my judgement about what
>> has happened is reasonably
>> fair and accurate? ²
>>
>> In an attempt to ground this enquiry in a practice
>> that could be shared
>> with seminar members, I decided to review a piece of
>> work published on
>> Jackıs website that is regarded as being a
>> good-quality action research
>> enquiry. I then asked the question ³How can we
>> review the work of Kathryn
>> Yeaman and thereby develop standards of judgement
>> which help us to
>> understand the nature of educational theories and
>> what counts as evidence
>> of our educational influences in learning²?
>>
>> I received interest in this enquiry from Jack and
>> Moira but, in the end,
>> there was no other on-going engagement. I wrote a
>> final posting on 07
>> October 2005 at 'Making meanings from the archive'
>> and concluded:
>>
>> ³ Are we to make something of this archive, or are
>> we to press eagerly on
>> into the future, looking for the next opportunity to
>> rehearse our familiar
>> arguments amongst ourselves, without actually
>> convincing anyone outside our
>> immediate circle that we have made any sort of
>> serious contribution to the
>> wider debate.²
>>
>> To me, it seems that we are failing to build on the
>> past, or even to draw
>> conclusions from the past.
>>
>> Alon Serper wrote the following contribution to the
>> 2006 seminar on 12
>> October under
>> 'Re: What kind of lifeworld are we creating for each
>> other here?'
>> ³ I am growing increasingly tired so I have to
>> speak in order to stop
>> being that exhausted as I read the entries It is
>> just further
>> highlighting and displaying the critique of
>> academics and academia as
>> detached ivory tower (possibly made of much cheaper
>> material than ivory) of
>> talkers/analysers, talking what Heidegger called
>> 'idle talk' and what I
>> myself, in my usual not messing about and saying
>> what I think, call yakking
>> of yakkers, rather than doers and deyakkers.
>> So my contribution is as follows:
>> Just produce an account, showing your living
>> standards of judgement and
>> make it public for assessment and re-evaluation:
>> We'll decide and tell you
>> if it is epistemological, clear and convincing,
>> contributing (ethical) and
>> educational.²
>>
>> I would claim that Alon has coming to a similar
>> conclusion as mine of last
>> year: we need to share an enquiry that is grounded
>> in practice. Otherwise,
>> we are doomed to produce yet another megabyte or two
>> of idle talkı. What
>> do you think we should do?
>>
>> Peter Mellett
>> 19 October 2006
>>
>>
>> Archive
>>
>> 20 June 2005
>>
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
>> researcher&T=0&O=A&P=9355
>>
>> 21 June
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
>> researcher&T=0&O=A&P=10194
>>
>> 23 June
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
>> researcher&T=0&O=A&P=11674
>>
>> 24 June
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
>> researcher&T=0&O=A&P=12514
>>
>> 30 June ***
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0506&L=bera-practitioner-
>> researcher&T=0&O=A&P=16122
>>
>> 4 July
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner-
>> researcher&T=0&O=A&P=3732
>>
>> 5 July
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner-
>> researcher&T=0&O=A&P=5427
>>
>> 15 July
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0507&L=bera-practitioner-
>> researcher&T=0&O=A&P=15006
>>
>> 07 October ***
>>
> http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0510&L=bera-practitioner-
>> researcher&T=0&O=A&P=73
>>
>
>
> Brian E. Wakeman
> Education adviser
> Dunstable
> Beds
>
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