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dc.contributor.authorBurnett, Cathy
dc.contributor.authorAdams, Gill
dc.contributor.authorGillen, Julia
dc.contributor.authorLynn Thompson, Terrie
dc.contributor.authorCermakova, Anna
dc.contributor.authorBen Shannon, David
dc.contributor.authorShetty, Parinita
dc.date.accessioned2024-10-31T14:44:27Z
dc.date.available2024-10-31T14:44:27Z
dc.date.issued2025
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/94144
dc.description.abstractThis 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.languageEnglishen_US
dc.relation.ispartofseriesRoutledge Research in Literacyen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subjecten_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher trainingen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policyen_US
dc.subject.classificationthema EDItEUR::C Language and Linguistics::CF Linguisticsen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of educationen_US
dc.subject.classificationthema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general::GPS Research methods: generalen_US
dc.subject.otherliteracy;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;interdisciplinaryen_US
dc.titleResearch Mobilities in Primary Literacy Educationen_US
dc.title.alternativeInterrogating How Teachers Encounter Research in an Age of Evidence-based Teachingen_US
dc.typebook
oapen.identifier.doi10.4324/9781003428985en_US
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isbn9781040222270en_US
oapen.relation.isbn9781003428985en_US
oapen.relation.isbn9781032544106en_US
oapen.imprintRoutledgeen_US
oapen.pages224en_US


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