Lyn Yates – författare

“This brilliant guide to judging educational research examines the most basic questions about research practice that most people think are settled, and reveals them as problematic… Humorous, sharp, and thoughtful, this readable inquisition explores from differing perspectives ‘what does good education research look like’ in multiple forms including dissertations, journal articles, and grant proposals.” – Sari Knopp Biklen, Laura and Douglas Meredith Professor, Syracuse University, USA

This book explains and critically examines some key debates about the quality and value of education research, and shows how it must meet different demands in different places, times and conditions. A major part of the book provides detailed analyses and guidance to different areas in which education research is judged: from academic theses to the press; from highest level competition for prestigious grants to collaborative work with practitioners.

Lyn Yates asks probing questions in six education research arenas – the thesis, the research grant application, the journal article, the consultancy application, book publishing, and the press:

At a time when knowledge is being ''re-valued'' as central to curriculum concerns, subject English is being called to account. Literary Knowing and the Making of English Teachers puts long-standing debates about knowledge and knowing in English in dialogue with an investigation of how English teachers are made in the 21st century.

This book explores, for the first time, the role of literature in shaping English teachers’ professional knowledge and identities by examining the impacts, in particular, of their own school teaching in their ‘making’. The voices of early career English teachers feature throughout the work, in a series of vignettes providing reflective accounts of their professional learning. The authors bring a range of disciplinary expertise and standpoints to explore the complexity of knowledge and knowing in English. They ask: How do English teachers negotiate competing curriculum demands? How do they understand literary knowledge in a neoliberal context? What is core English knowledge for students, and what role should literature play in the contemporary curriculum? Drawing on a major longitudinal research project, they bring to light what English teachers see as central to their work, the ways they connect teaching with their disciplinary training, and how their understandings of literary practice are contested and reimagined in the classroom.

This innovative work is essential reading for scholars and postgraduate students in the fields of teacher education, English education, literary studies and curriculum studies.

At a time when knowledge is being ''re-valued'' as central to curriculum concerns, subject English is being called to account. Literary Knowing and the Making of English Teachers puts long-standing debates about knowledge and knowing in English in dialogue with an investigation of how English teachers are made in the 21st century.

This book explores, for the first time, the role of literature in shaping English teachers’ professional knowledge and identities by examining the impacts, in particular, of their own school teaching in their ‘making’. The voices of early career English teachers feature throughout the work, in a series of vignettes providing reflective accounts of their professional learning. The authors bring a range of disciplinary expertise and standpoints to explore the complexity of knowledge and knowing in English. They ask: How do English teachers negotiate competing curriculum demands? How do they understand literary knowledge in a neoliberal context? What is core English knowledge for students, and what role should literature play in the contemporary curriculum? Drawing on a major longitudinal research project, they bring to light what English teachers see as central to their work, the ways they connect teaching with their disciplinary training, and how their understandings of literary practice are contested and reimagined in the classroom.

This innovative work is essential reading for scholars and postgraduate students in the fields of teacher education, English education, literary studies and curriculum studies.

How is adult learning used to produce personal, organisational and social change?This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change.The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following:* Self-help books* Work-based learning* Corporate culture training* AIDS education* Gender education* Sex offender education.A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way.

How is adult learning used to produce personal, organisational and social change?This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change.The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following:* Self-help books* Work-based learning* Corporate culture training* AIDS education* Gender education* Sex offender education.A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way.

How do curriculum, conceptions of knowledge and the schooling experiences of young people engage the great issues of this tumultuous time? Curriculum is always influenced by the events that shape our world, but when testing and bench-marking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyze and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum.

These interactions and changes are a subject of particular interest for an international yearbook in that they are almost always permeated by global movements and influenced by multinational bodies and practices. And as these essays show, in curriculum, global and international issues are explicitly or implicitly also about local and national interests and about how citizens engage their rights and responsibilities.

This volume brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world which discuss:

This book will be of great benefit to educational researchers and policy-makers, as well as undergraduate and postgraduate students.

How do curriculum, conceptions of knowledge and the schooling experiences of young people engage the great issues of this tumultuous time? Curriculum is always influenced by the events that shape our world, but when testing and bench-marking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyze and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum.

These interactions and changes are a subject of particular interest for an international yearbook in that they are almost always permeated by global movements and influenced by multinational bodies and practices. And as these essays show, in curriculum, global and international issues are explicitly or implicitly also about local and national interests and about how citizens engage their rights and responsibilities.

This volume brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world which discuss:

This book will be of great benefit to educational researchers and policy-makers, as well as undergraduate and postgraduate students.

Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy. Yet the changing pressures, directions and practices in relation to knowledge pose many challenges for higher education itself. How can and how should research and study programs within higher education align with wider knowledge dynamics? How can higher education prepare students in professional fields for different kinds of knowledge-intensive work practices?  How can short term economic objectives for higher education be aligned with other kinds of knowledge objectives that have characterized universities and colleges, and with the intensified impact of global rankings? This book takes as its focus the core interest of higher education in knowledge, and takes as its object of inquiry the kinds of reconfiguration of knowledge evidentin national policies and governance; and in the redevelopment and practices of a range of professional and academic study programs in higher education institutions in Norway and Australia. From these detailed accounts, the book demonstrates the complexity of knowledge as an object of policy and practice; the competing logics that may be evident within and between study programs and policies; and the different kinds of agents and drivers that are part of knowledge reconfiguration in higher education and that need further attention going forward.