Educational Research and the Media

Bennett, Neville

doi:10.1080/0140672780010103

Cited by 5 publications

(6 citation statements)

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“…If your planned study is likely to lead to controversy decide if you have the temperament to cope with it: seeing your name in the papers can be stressful, especially when it is the subject of a vitriolic or personalised attack. (Mortimore, 1991, p. 228) This warning is echoed by Bennett (1978) and chimes with an earlier quote from Kay (1979):…”

Section: (A) Promoting Co-operation and Discussion With Policy-makersmentioning

confidence: 93%

“…We also need to learn from each other, and there are a few helpful articles, written by those in our number who are experienced in these matters. I am thinking of Neville Bennett's (1978) article reflecting on the media responses to his infamous Teaching Styles and Pupil Progress (1976) research, and Peter Mortimore's (1991) excellent chapter in Geoffrey Walford's (1991) edited collection entitled Doing Educational Research. Peter Mortimore's chapter entitled, 'The front page or yesterday's news: the reception of educational research' is characteristically insightful and practical.…”

Section: (A) Promoting Co-operation and Discussion With Policy-makersmentioning

confidence: 99%

“…It also draws upon a knowledge gleaned from trends emerging from educational research over a number of years. I I I I I I i GCSE years 198819891992Birth years 1972197319741975197719781979 The general level of debate about education in the UK is often surprisingly shallow, and we as educational researchers need to continue to face the challenge of raising that level. That partly relates to the quality of our research, but also relates to us becoming more worldly-wise about how to engage in fast-moving policy debates.…”

Section: The Ill-informed Nature Of Many Current Educational Debatesmentioning

confidence: 99%

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Like a Bridge over Troubled Water: realising the potential of educational research*

Murphy

1996

British Educational Res J

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Section: (A) Promoting Co-operation and Discussion With Policy-makersmentioning

confidence: 93%

Section: (A) Promoting Co-operation and Discussion With Policy-makersmentioning

confidence: 99%

Section: The Ill-informed Nature Of Many Current Educational Debatesmentioning

confidence: 99%

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Like a Bridge over Troubled Water: realising the potential of educational research*

Murphy

1996

British Educational Res J

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“…The same is true of the Secretary of State's letter to headteachers (Clarke, 1991). For other critical discussions of Bennett's work, see Satterly (1976 and and Maclntyre (1976); though see also Bennett (1978). There are also problems with other research in this field, such as the ORACLE study: see Hammersley (1986 and1987), and Croll & Galton (1986).…”

Section: Notesmentioning

confidence: 99%

“…The day after publication Rhodes Boyson exhorted parents to 'Go out to your schools and check on whether permissive rubbish is being used and if so demand a change'. (Bennett, 1978, p. 26) Wright (1977 also provides a useful commentary on the events surrounding the publication of Bennett's book. He notes that in 1976 two studies were published:…”

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confidence: 99%

Beware of Wise Men Bearing Gifts: a case study in the misuse of educational research

Hammersley

Scarth²

1993

British Educational Res J

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This article is concerned with the report of the ‘three wise men’, Curriculum Organisation and Practice in Primary Schools: a discussion document, which was published in early 1992. The background to the report is examined, and its central argument assessed. In the course of this it is shown that the research evidence cited does not offer convincing support for the claims made. It is concluded that the report represents a misuse of educational research, and implies a false relationship between research and the professional practice of teachers.

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Reading research: its influence on classroom practice

Plant

1986

Educational Research

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An attempt is made to assess the influence of recent reading research on current classroom practice. Whilst acknowledging the insights into the reading process afforded by such research, it is argued that its overall effect is minimized by a combination of researcher/ practitioner disagreement on what constitutes reading, the over-reliance by researchers on a particular methodology, and the inadequacy of much of the machinery for dissemination. However, an examination of these areas leads to the conclusion that influence is too elusive a concept to be readily determinable.Attempting to assess the influence of recent reading research on current classroom practice in British primary schools is a daunting task. A dictionary definition of influence as 'the capacity or faculty of producing effects by insensible or invisible means without the employment of material force or the exercise of formal authority' is itself sufficient warning of the inadequacy of easy answers and glib responses to the questions asked.Teachers, not unnaturally, want to do what they consider best for the children in their care. Whilst appreciating the difficulties they often have in stating aims and objectives in their teaching of reading (Southgate et al., 1981), it is quite clear that for most teachers it is undoubtedly of major importance that children should read with understanding, read fluently and accurately, and enjoy doing so. Acknowledgement I am grateful to Tessa Roberts for her comments on an earlier draft of this paper.

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Educational Research and the Media

Cited by 5 publications

References 5 publications

Like a Bridge over Troubled Water: realising the potential of educational research*

Like a Bridge over Troubled Water: realising the potential of educational research*

Beware of Wise Men Bearing Gifts: a case study in the misuse of educational research

Reading research: its influence on classroom practice

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