Research Mobilities in Primary Literacy Education
Interrogating How Teachers Encounter Research in an Age of Evidence-based Teaching
dc.contributor.author | Burnett, Cathy | |
dc.contributor.author | Adams, Gill | |
dc.contributor.author | Gillen, Julia | |
dc.contributor.author | Lynn Thompson, Terrie | |
dc.contributor.author | Cermakova, Anna | |
dc.contributor.author | Ben Shannon, David | |
dc.contributor.author | Shetty, Parinita | |
dc.date.accessioned | 2024-10-31T14:44:27Z | |
dc.date.available | 2024-10-31T14:44:27Z | |
dc.date.issued | 2025 | |
dc.identifier.uri | https://library.oapen.org/handle/20.500.12657/94144 | |
dc.description.abstract | This book delves into the intriguing question of why certain types of literacy research gain more traction than others in educational settings, irrespective of the quality of the research or the efforts of the researchers. It draws upon findings from Research Mobilities in Primary Literacy Education, an innovative and interdisciplinary study conducted in England and supported by the Economic and Social Research Council [ES/W000571/1]. The study investigated the types of literacy research that reach teachers, the ways in which human and non-human actors mobilise research, and the transformation of research as it circulates. The book argues that, for teachers to foster genuinely inclusive literacy classrooms, they need to be equipped to draw on understandings associated with a variety of theoretical perspectives and research traditions. It further explores the dynamics of research dissemination and the factors that influence the uptake and application of research findings in educational contexts. This work is an original and groundbreaking contribution to the debate on the scope and focus of literacy education, the role of evidence-based teaching, and approaches to professional learning. This book is of vital interest to scholars, researchers, and students with interests in Literacy Education, Professional Development, and the Ethics of Research. It challenges conventional wisdom, provokes thoughtful discussion, and inspires readers to rethink the role and value of research in shaping literacy education that is inclusive, effective, and meaningful. | en_US |
dc.language | English | en_US |
dc.relation.ispartofseries | Routledge Research in Literacy | en_US |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject | en_US |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training | en_US |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy | en_US |
dc.subject.classification | thema EDItEUR::C Language and Linguistics::CF Linguistics | en_US |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education | en_US |
dc.subject.classification | thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general::GPS Research methods: general | en_US |
dc.subject.other | literacy;research;knowledge mobilisation;evidence-based practice;evidence-based teaching;research-informed teaching;professional learning;policy;sociomaterialism;mobilities;sociomaterial methodologies;networked ethnography;controversy mapping;corpus linguistics;interdisciplinary | en_US |
dc.title | Research Mobilities in Primary Literacy Education | en_US |
dc.title.alternative | Interrogating How Teachers Encounter Research in an Age of Evidence-based Teaching | en_US |
dc.type | book | |
oapen.identifier.doi | 10.4324/9781003428985 | en_US |
oapen.relation.isPublishedBy | 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb | en_US |
oapen.relation.isbn | 9781040222270 | en_US |
oapen.relation.isbn | 9781003428985 | en_US |
oapen.relation.isbn | 9781032544106 | en_US |
oapen.imprint | Routledge | en_US |
oapen.pages | 224 | en_US |