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Articles on Practice-based Research
Oancea, A. & Furlong, J. (2007). Expressions of excellence and the assessment of applied and practice‐based research, Research Papers in Education, 22:2, 119-137.
This contribution refines the ideas originally developed as part of a project commissioned by the ESRC in 2004 and completed in 2005. It argues that quality in applied and practice‐based research cannot be reduced to narrow definitions of ‘scientificity’, ‘impact’ or economic efficiency. It proposes an account of quality in applied and practice-based educational research which encompasses methodological and theoretical solidity, use and impact, but also dialogue, deliberation, participation, ethics and personal growth. Drawing on Aristotelian distinctions between forms of rational activity and their expressions of excellence or virtue, our account emphasizes the synergy between three domains of excellence in applied and practice‐based research: theoretical (episteme); technical (techne); and practical (phronesis). The thrust of the contribution is not to set any standards of good research practice, but simply to make progress towards recapturing a cultural and philosophical dimension of research assessment that had been lost in recent official discourses.
Idris, K. M., & Asfaha, Y. M. (2019). Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea. Nordic Journal of Comparative and International Education (NJCIE), 3(2), 72-90.
This article is based on 18-month participatory action research (PAR) project conducted with teachers and school leadership personnel in one of the remote and most culturally diverse regions in Eritrea. It argues for a comprehensive understanding of managing the learning process in challenging schooling circumstances. Using interview data and longer term engagements with research participants, alongside a literature review, the views of research participants could be grouped into five main professional perspectives: the need to overcome the transitory nature of teachers, the knowledge of learners, proactive guidance, professional commitment and collaborative practices. These perspectives arguably constitute quality education in the study schools and beyond.
