One of the most persistent features of the research environment in the UK over the last decades has been the Research Assessment Exercise (RAE); now more and more countries are following suit by developing their own systems for research quality assessment. However, in the field of education, one of the difficulties with this policy has been that a great deal of educational research characterises itself as either applied or practice-based. These are forms of research that have been notoriously difficult to accommodate within the RAE in all disciplines, not just in education. But what is applied and practice-based research in education? How can we define it and how can we assess its quality? The authors in this book come from diverse traditions within educational research, but through their papers each aims to contribute to the debate about what applied and practice-based research is and how we can understand, articulate and assess its quality.
This book was first published as a special issue of Research Papers in Education: Policy and Practice.
Table of Contents
Editorial: John Furlong, Department of Education, University of Oxford and Alis Oancea, Department of Education, University of Oxford
(1) Expressions of Excellence and the Assessment of Applied and Practice-based Research: Alis Oancea, Department of Education, University of Oxford and John Furlong, University of Oxford Department of Education
(2) Mediating Academic Research: the Assessment Reform Group experience: Richard Daugherty, Cardiff School of Social Sciences, University of Cardiff
(3) Changing Models of Research to Inform Educational Policy: Kathy Sylva, University of Oxford Department of Education , Brenda Taggart, Institute of Education, University of London, Edward Melhuish, Institute for the Study of Children, Families & Social Issues, Birkbeck, University of London, Pam Sammonsd, School of Education, University of Nottingham and Iram Siraj-Blatchford, Institute of Education, University of London
(4) Co-production of Quality in the Applied Education Research Scheme: Jenny Ozga, Centre for Educational Sociology, University of Edinburgh
(5) Developing Knowledge Through Intervention: meaning and definition of ‘quality’ in research into change: Bridget Somekh , Education and Social Research Institute, Manchester Metropolitan University and Lesley Saunders, General Teaching Council for England
(6) Ethics in Practitioner Research: an issue of quality: Susan Groundwater-Smith, Faculty of Education and Social Work, University of Sydney and Nicole Mockler, Faculty of Education and Social Work, University of Sydney
(7) Weight of Evidence: a framework for the appraisal of the quality and relevance of evidence: David Gough, Social Science Research Unit, Institute of Education, University of London
(8) Assessing the Quality of Action Research: John Elliott, University of East Anglia.
John Furlong is Professor and Director of the Department of Education at the University of Oxford
Alis Oancea is a Postdoctoral Research Fellow in the Department of Education at the University of Oxford