1 / 15

Understanding Research Priorities in Education: Insights from David Lambert

Explore current and future research themes that interest the government in the field of education from the personal perspective of David Lambert, a former academic with expertise in prejudice, values, curriculum, assessment, and textbooks. Gain insights into government priorities, policy drivers, competing concerns, and challenges in schools, subjects, curriculum development, and educator roles.

mdelacruz
Download Presentation

Understanding Research Priorities in Education: Insights from David Lambert

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research Priorities Personal view from David Lambert

  2. Research Priorities What are the current/future themes that interest government?

  3. Research Priorities Personal view: Former academic PGCE-MA-MTeach-MPhil/PhD prejudice, values, curriculum, assessment, textbooks Current civil society activist! lobbying, arguing, justifying, representing seeking understanding, partners, influence

  4. Understanding ‘government’ Broad policy drivers Eg performance indicators; ‘choice’ Competing priorities and concerns Eg global competitiveness; ‘Britishness’ Policy shifts Eg command and control vs localism; ‘teaching and learning’ vs subject specialism

  5. Understanding ‘schools’ Policy drivers Eg performance tables; behaviour, health Competing priorities and concerns Eg requirements of the central policy makers vs needs of communities and individuals Managerially challenging (bullying)

  6. Understanding ‘subjects’ Codified and bureaucratised since 1980s (SEC- SCAA – QCA) how ‘independent’ are subjects? who decides their contents? what are subjects for? resources, to delight and inspire and educate? classification, to organise a timetable and deploy teachers? stuff, to bore the pants off girls and boys!

  7. Understanding ‘curriculum’ What is the extent of this idea? subjects, whole, hidden … Who decides the curriculum? government, QCA, LAs, SMTs, parents, teachers, students How is it ‘made’, brought into fruition?

  8. Understanding ‘ourselves’ Teacher trainers vs teacher educators Teachers vs tutors/mentors Members of a community vs leaders of it Teachers vs researchers

  9. Understanding ‘ourselves’ Teacher trainers vs teacher educators Teachers vs tutors/mentors Members of a community vs leaders Teachers vs researchers What is our USP? What is our main value? What can we do?

  10. What we cannot do (easily) Large scale surveys Large scale longitudinal studies (so much the pity)

  11. What we cannot do (easily) Large scale surveys Large scale longitudinal studies In this respect the world of Geog Ed is, in research terms, underdeveloped, or in Davisian terms ‘youthful’

  12. What we can do (not necessarily easily) Small scale studies that focus on impact Comparative studies that may replicate or show distinctions Literature/research reviews that can synthesise and/or evaluate Collaborate and network (eg with an overt focus on the ‘product’ of curriculum development, but with a research interest in the process)

  13. What we can do (a little case study) “Text book research” Originated from Lidstone chapter and Walford article Then textbook CPD (with DW) Professional publications. PA feedback Conference paper(s) Ofsted funding - small scale research study Academic paper and monograph International link (TREAT, Uni of Sydney)

  14. Some current government concerns Intercultural understanding Global perspectives International dimension ‘Sustainable schools’ [and ESD] Citizenship and PHSEE Teacher professionalism and CPD Subject curriculum support (KS3)

  15. Discussion In what specific ways could research in geography education intersect with the government agenda? What kind of research outcomes may the government value (and pay for?)

More Related