While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and…

In a previous article, Phil Hodkinson argued that there are currently attempts to impose a methodological orthodoxy on educational research, one that is empiricist in character and privileges quantitative method. While agreeing with much of what he says, I take issue with key elements of his argument. I suggest that he presents too rosy a picture…

This article considers the role of university researchers in a project aimed at developing inclusive practices in schools through collaborative action research. It tells the story of how these researchers became part of the action in one school--Beechbank Primary--through visits, the collection and reporting of data, and through the development of…

Discusses negative consequences of researchers' faith in positivistic inquiry: (1) it promotes the idea that certain rationalistic ingredients are obligatory in research; (2) it leads to faith in models of the mind based on order; and (3) it leads to a notion of teaching as articulating "know what" rather than "know how." (DSK)

Recent years have witnessed the rapid rise of a new educational research orthodoxy in the UK and the USA. Central to that orthodoxy are the assumptions that method can ensure objectivity in research, and that more objective 'safe' research to inform practice is needed. But educational research is a field made up of overlapping communities of…

Argues that as national boundaries become less important, the salience of comparative and international educational research increases. Discusses how more researchers can make contributions to the field. Examines implications for research training. Explores the increased involvement of educational researchers in international consulting and the…

Addresses issues associated with the part of the work force in educational research employed by British universities, including implications of recommendations in the Dearing Report. Identifies problems in recruiting experienced and qualified staff at all levels, and encouraging potential staff to pursue careers in educational research. Proposes…

Explores the development of teacher research on gender. Suggests that teacher research has proved important for feminist teachers by affording them the opportunity to explore the social as well as the educational context of schooling and by providing them with the means to challenge inequalities from inside the profession. (KO)

Argues that realist researchers regard serendipitous events in research with suspicion, resulting in the lack of analysis of the role of serendipity in the generation of research ideas. Analyzes the significance and impact of serendipity in the process of a case study. Deliberates the problematic nature of constructing research stories. (DSK)

Explores the relationship of educational research to political action. Describes three areas of research in education, empirical, reflective, and creative, carried out by those who seek to understand and those who seek to change. Suggests that beyond the personal and the formal dissemination level, more attention is needed at the informal…

Argues educational researchers must recognize the need for a dialectic between theory and method. Proposes a quasi-historical methodology based on a theory of social action. Suggests a means for understanding the meanings of actions. Outlines a schema for the interpretation of text and offers researchers a form of disciplined inquiry. (Author/NL)

Reflects on one person's efforts to develop a collaborative action research methodology for evaluating professional development. Focuses on the development of an inside methodology for teachers. Sets out a range of issues and identifies some tentative principles of procedure. (CFR)

Presents a study of ways in which teachers believe that their research promotes professional development and educational change. Identifies factors that promote and constrain change. Suggests that, for teacher research to effect change throughout a school, the school must value critical reflection on practice and the sharing of ideas. (SG)

Asserts that the teacher as researcher movement increased awareness of the human interventionary nature of teaching. Maintains that the human interventions of regular classroom practice must be subject to the same ethical scrutiny that applies to all professional endeavors. (CFR)

The authors contest a politician's claim that the National Numeracy Strategy (NNS) in English primary schools has been an undisputed success with no contribution from educational researchers. First, the key role of researchers and research in the development of the NNS is outlined. Then there is a description of the Leverhulme Numeracy Research…