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SUMMARY:Can Educational Research Ever Justify Imposing Teaching Methods? -
  Dr Andrew Davis\, Durham University\; Dr David Aldridge\, Oxford Brookes 
 University
DTSTART:20141126T163000Z
DTEND:20141126T180000Z
UID:TALK56227@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:*Andrew Davis*\n\nSome theoretical issues about how we classif
 y teaching approaches\, and the implications for research into their effec
 tiveness. The implications of these reflections for an appropriate relatio
 nship between such research and classroom practice. Synthetic Phonics as o
 ne example.\n\n*David Aldridge*\n\nSo\, in light of the considerable compl
 exity of educational situations\, what are the possibilities for research-
 informed practice?  What kind of generalisations can be made about teachin
 g approaches and can any sort of practice be identified as successful and 
 transferred across different teaching contexts?\n\n*Andrew Davis is Honora
 ry Research Fellow at Durham University.* He is the author of "To Read or 
 not to Read: decoding Synthetic Phonics" and "A Monstrous Regimen of Synth
 etic Phonics: Fantasies of Research-Based Teaching ‘Methods’ Versus Re
 al Teaching". Other publications include "The Limits of Educational Assess
 ment" and "New Philosophies of Learning".\n\n*David Aldridge is Principal 
 Lecturer in Philosophy of Education at Oxford Brookes University.* He writ
 es from a contintental/hermeneutical perspective on a variety of education
 al themes including religious education and research in the social science
 s.   He is the author of extensive blogs about how educational research sh
 ould relate to practice. These blogs have stimulated widespread interest a
 nd response. His "How Ought War to be Remembered in Schools" was recently 
 published in PESGB's Impact series.
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DMB
 \, Room 2S7
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