Valerie Farnsworth is a Research Fellow at the University of Leeds in the School of Education's post-14 education research group, where she focuses on curriculum studies.Yvette Solomon is Professor of Education in the Education and Social Research Institute, Manchester Metropolitan University, and Professor II in Mathematics Education in the Faculty of Education and International Studies, Oslo and Akershus University College of Applied Sciences.

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• Dialogue One: Using Context Sensitive Theories to Rethink the 'What Works' Research Agenda 1. Narratives of Learning and the Unintended Consequences of Lifelong Learning Policy Sue Webb 2. Using Theory to Understand Policy Distortions in the Context of Performativity and Marketisation Geoff Wake 3. How do Mathematics Teaching Enhancement Programmes ‘Work’? Re-thinking Agency in Regulative Times Yvonne Barnes, Fiona Cockerham, Una Hanley and Yvette Solomon 4. How do you make Doctors? Emma Pearson, Janine Carroll and Tim Dornan 5. Participative Learning in Online Contexts: Focusing on ‘participation’ Erica McAteer, Mary Thorpe and Cormac Lawler Dialogue Two: Engaging With Theory to Make Things Happen 6. Developing more Equitable Education Systems: Reflections on a three-year improvement initiative Mel Ainscow 7. Researching Complex Systems: Developing a language of description Harry Daniels Dialogue Three: Refelcting on Issues in Developing a Practice-Based Research Agenda in Education as a Way Forward 8. The Practice of Theory: Confessions of a social learning theorist Etienne Wenger-Trayner 9. Using Diverse System Perspectives to Develop Policy and Practice in an Answerable Way: The case of dyslexia support in higher education Tim Deignan 10. Not Just So Stories: Practicing radical discursive research for the benefit of educational practice Anna Sfard 11. Research Cannot Define ‘Best Practice’ but it can Offer Tools for Considering ‘Which Practice’: Working through theories of identity and curriculum Valerie Farnsworth 12. Research Knowledge Production and Educational Activity: A ‘research path’ approach Seth Chaiklin Dialogue Four: Cautionary Tales on Research Use, Theory and Practice 13. Policy, Mediation and Practice in Further Education: The contribution of CHAT James Avis 14. Research, Policy and Professional Development: Designing hybrid activities in third spaces Julian Williams and Julie Ryan

Valerie Farnsworth is a Research Fellow at the University of Leeds in the School of Education's post-14 education research group, where she focuses on curriculum studies.Yvette Solomon is Professor of Education in the Education and Social Research Institute, Manchester Metropolitan University, and Professor II in Mathematics Education in the Faculty of Education and International Studies, Oslo and Akershus University College of Applied Sciences.

Select Guide Rating

• Dialogue One: Using Context Sensitive Theories to Rethink the 'What Works' Research Agenda 1. Narratives of Learning and the Unintended Consequences of Lifelong Learning Policy Sue Webb 2. Using Theory to Understand Policy Distortions in the Context of Performativity and Marketisation Geoff Wake 3. How do Mathematics Teaching Enhancement Programmes ‘Work’? Re-thinking Agency in Regulative Times Yvonne Barnes, Fiona Cockerham, Una Hanley and Yvette Solomon 4. How do you make Doctors? Emma Pearson, Janine Carroll and Tim Dornan 5. Participative Learning in Online Contexts: Focusing on ‘participation’ Erica McAteer, Mary Thorpe and Cormac Lawler Dialogue Two: Engaging With Theory to Make Things Happen 6. Developing more Equitable Education Systems: Reflections on a three-year improvement initiative Mel Ainscow 7. Researching Complex Systems: Developing a language of description Harry Daniels Dialogue Three: Refelcting on Issues in Developing a Practice-Based Research Agenda in Education as a Way Forward 8. The Practice of Theory: Confessions of a social learning theorist Etienne Wenger-Trayner 9. Using Diverse System Perspectives to Develop Policy and Practice in an Answerable Way: The case of dyslexia support in higher education Tim Deignan 10. Not Just So Stories: Practicing radical discursive research for the benefit of educational practice Anna Sfard 11. Research Cannot Define ‘Best Practice’ but it can Offer Tools for Considering ‘Which Practice’: Working through theories of identity and curriculum Valerie Farnsworth 12. Research Knowledge Production and Educational Activity: A ‘research path’ approach Seth Chaiklin Dialogue Four: Cautionary Tales on Research Use, Theory and Practice 13. Policy, Mediation and Practice in Further Education: The contribution of CHAT James Avis 14. Research, Policy and Professional Development: Designing hybrid activities in third spaces Julian Williams and Julie Ryan

Valerie Farnsworth is a Research Fellow at the University of Leeds in the School of Education's post-14 education research group, where she focuses on curriculum studies.Yvette Solomon is Professor of Education in the Education and Social Research Institute, Manchester Metropolitan University, and Professor II in Mathematics Education in the Faculty of Education and International Studies, Oslo and Akershus University College of Applied Sciences.

Select Guide Rating

• Dialogue One: Using Context Sensitive Theories to Rethink the 'What Works' Research Agenda 1. Narratives of Learning and the Unintended Consequences of Lifelong Learning Policy Sue Webb 2. Using Theory to Understand Policy Distortions in the Context of Performativity and Marketisation Geoff Wake 3. How do Mathematics Teaching Enhancement Programmes ‘Work’? Re-thinking Agency in Regulative Times Yvonne Barnes, Fiona Cockerham, Una Hanley and Yvette Solomon 4. How do you make Doctors? Emma Pearson, Janine Carroll and Tim Dornan 5. Participative Learning in Online Contexts: Focusing on ‘participation’ Erica McAteer, Mary Thorpe and Cormac Lawler Dialogue Two: Engaging With Theory to Make Things Happen 6. Developing more Equitable Education Systems: Reflections on a three-year improvement initiative Mel Ainscow 7. Researching Complex Systems: Developing a language of description Harry Daniels Dialogue Three: Refelcting on Issues in Developing a Practice-Based Research Agenda in Education as a Way Forward 8. The Practice of Theory: Confessions of a social learning theorist Etienne Wenger-Trayner 9. Using Diverse System Perspectives to Develop Policy and Practice in an Answerable Way: The case of dyslexia support in higher education Tim Deignan 10. Not Just So Stories: Practicing radical discursive research for the benefit of educational practice Anna Sfard 11. Research Cannot Define ‘Best Practice’ but it can Offer Tools for Considering ‘Which Practice’: Working through theories of identity and curriculum Valerie Farnsworth 12. Research Knowledge Production and Educational Activity: A ‘research path’ approach Seth Chaiklin Dialogue Four: Cautionary Tales on Research Use, Theory and Practice 13. Policy, Mediation and Practice in Further Education: The contribution of CHAT James Avis 14. Research, Policy and Professional Development: Designing hybrid activities in third spaces Julian Williams and Julie Ryan