Communicating data to schools

Abstract

The article explores the communication of data to schools by researchers and evaluators. The stance is taken that the research process is one in which the participants are involved in a mutually supportive enterprise in which the relationship should be viewed as co-operation between professional colleagues, i.e., a relationship in which perceived status is minimised but one in which different knowledge and expertise exists on both sides. It is argued that the obtaining of data at school sites requires the researcher to provide data to their sources. Careful consideration needs to be given by researchers to the process and methods of communication of data to school communities. Issues addressed include audienee, terminology, prose and other forms of presentation. A case is made for the researcher to become involved in dialogue to enhance the "meaningmaking"of practitioners and themselves. The article concludes with a set of guidelines for researchers.

Towards a reconceptualisation of the doctorate: Issues arising from comparative data relating to the EdD degree in Australia

“…Education academics argue that practitioners could know more about research results (e.g. Maxwell, 1990).…”