I am talking about theory in the sense of a framework for making sense of the world, what Abend (2008) calls 'Theory5' - so the title of this blog post perhaps should have been 'How might your theoretical framework inform your research?'. We know that there needs to be alignment between your theoretical stance and your methodology, design, methods and instruments, analysis, and outcomes (the claims made) (Twining et al, 2017; Twining, 2018). But what does that look like in practice? I'm going to illustrate this ...continue reading "How might theory inform your research?"
Collins English Dictionary defines pedagogy as "the study and theory of the methods and principles of teaching". Personally I think that is too teacher centric, so I am going to use pedagogy to mean the theory and practices of (effective) ways to support human learning. ...continue reading "Some thoughts on pedagogy"
What is a knowledge based curriculum?
I was in a school recently that described itself as having a 'knowledge-based curriculum'. Walking round the school with the head the key elements of this, which seem to be common across most secondary schools that I have visited, were: ...continue reading "Why is a knowledge based curriculum no longer fit for purpose?"
One of the challenges facing the NP3 team was how to describe and differentiate between the pedagogical practices in the classrooms that we were researching. In essence, what were the key features of practice that needed to be considered in order to differentiate between the teaching in each setting? The obvious answer seemed to be to use core theories of learning and development as the basis for a framework to help us compare pedagogy across contexts. ...continue reading "The Innovative Pedagogy Framework"
How do you describe how young people are using digital technology outside school in ways that are concise yet comprehensive enough to allow meaningful comparisons across instances? ...continue reading "The Digital Practice Framework"
In a previous post I introduced the Yin-Yang Vision (Individual fulfilment and Universal wellbeing), and highlighted the importance of your underlying assumptions for your mission, strategies and intended outcomes. In this post I set out some of the core assumptions underpinning the Yin-Yang Vision and start to unpack the vision by clarifying its key intended outcomes. ...continue reading "Unpacking the Yin-Yang vision"
We know that alignment matters in education (Butler et al 2018), particularly between purpose, policy, practice and your educational vision, as represented in the diagram above. However, ...continue reading "Educational alignment (and sociocultural theory)"
In my previous post on sociocultural theory I attempted to explain the three analytical levels of context (constitutive order, arena, and setting). The setting is about people in action - it is about the interplay between the identities of the people involved and the opportunities made available by the arena.
I spent years worrying about words like ontology, epistemology and theory (particularly theory), but now I think that like much jargon they are big words behind which there are some pretty simple ideas. So here is my simplistic take on ontology, epistemology and theory: ...continue reading "Ontology, epistemology and theory – big words for simple ideas"
This is my take on sociocultural theory, based on reading of relevant literature (e.g. Lave's work) and (most importantly) discussions with Prof Patricia Murphy, and with other members of the NP3 team.
Context matters in sociocultural theory. In particular three levels of context: ...continue reading "Trying to explain sociocultural theory – part 1 – context"