This paper gives an account of a fieldwork exercise in Paris which attempted to relate social theory and fieldwork practice. The paper begins with a brief historical review of different perspectives on the practice of walking, as a form of movement through the city with aesthetic and critical potential. A more detailed account is then given of the…

Despite calls over several decades for theory development, there remains no overarching knowledge-translation theory. However, a range of models and theoretical perspectives focused on narrower and related areas have been available for some time. We provide an overview of selected perspectives that we believe are particularly useful for developing…

Collaboration is a key aspect in developing effective educational provision for pupils with special educational needs. In this study, collaboration is conceptualized as a dynamic system for educational efforts which endorses collegial, interdependent and co-equal styles of interaction between teachers and speech and language therapists (SLTs).…

Critique is a concept that is constantly used as an instrument for agreement or disagreement, for reflection and discussion. There is a difference, however, between critique as a historically grounded phenomenon and critique as a utopian conception not situated in any particular socio-historical context. Educational theory resists reduction to…

This article discusses the theory and practice of constructivism and suggests a way to move from the theory into the practice of it.

Much has been written on the relationship between Arthur Schopenhauer and Friedrich Nietzsche. Much remains to be said, however, concerning their respective theories of the sublime. In this article, the author first argues against the traditional, dialectical view of Schopenhauer's theory of the sublime that stresses the crucial role the sublime…

This paper offers a personal view of the need for and uses of theory in educational research. It draws on the work of two exemplary theorists to point up the epistemological role of theory in making research possible and making it reflexive. The second section of the paper deploys some recent ideas and research from class theory and class analysis…

"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

The National Commission on Asian American and Pacific Islander Research in Education (CARE), consisting of a national commission, research advisory group, and research team at New York University, aims to provoke thoughtful and actionable discussions about the mobility and educational opportunities for Asian Americans and Pacific Islanders (AAPIs)…

This study explored the instructional reading practices of four elementary teachers, all graduates of a small branch campus of a large Midwestern University, who obtained their Bachelor of Arts in Elementary Education and have been employed in public elementary schools for nearly three years. The four individuals were former university students of…

Educational researchers are accustomed to institutional review board (IRB) requirements (e.g., protecting participants) with students often identified as the only "vulnerable population" for IRB purposes. However, as practitioner research has gained more prominence, the vulnerability of teacher-researchers themselves has begun to…

Over the last decades the notion of learning has become increasingly popular both as an intellectual site of investigation and as an organizational aspiration. However, learning has many--sometimes contradictory--meanings. For pragmatic sociologists and researchers in science and technology studies (STS) the notion may appeal because of its…

In this article, the authors comment on two key issues that emanate from Anders Ericcson and his colleagues' manuscript: (1) the audiences that the authors address; and (2) the implications of their work for policy. The authors argue that in the imperfect world of limited resources, domain-specific abilities in combination with psychosocial…

Following a brief introduction, in which the chosen format is discussed, this article comprises a dialogue between present-day coaching science (CS) and a critic, educational relationship (ER). ER disparages current conceptualisations of coaching as irrelevant and implores CS to redefine itself as an educational relationship between coach and…

One of the most problematic issues in the field of social work is the gap between practice and research. This paper describes the roles of the social work clinical practitioner and the social work researcher, and explores the role discontinuity that occurs as social work doctoral students' transition between these roles. A model illustrating the…