Abstract
In this chapter I bring together the different lines of research presented in this volume to examine the tensions and challenges of innovating and researching in schools and consider possible future directions. Three main strands are woven through the chapters and form part of the title of the volume: curriculum, schooling, and applied research. The sections group the chapters into challenges and issues/tensions in three “main critical areas”: global system and policy, school and teacher, and researcher. These may be the principal focus of chapters in these sections, but every chapter addresses some aspects of the other areas, revealing that even though authors may foreground one area or plane for the purpose of analysis (Rogoff, 2003) all areas are necessary to provide a holistic view.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Cross, D. (2018, September 21). WA primary schools to make play a priority for 2018. WAtoday. Retrieved from https://www.watoday.com.au/national/western-australia/wa-primary-schools-to-make-play-a-priority-for-2019-20180920-p5052h.html
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1–24.
Grundy, S., Jasman, A., Mountford, A., Newbound, P., Phillips, A., Robison, J., et al. (1999). Exploring an emerging landscape: A metaphor for university teacher educators working with, in and for schools. Australian Educational Researcher, 26(3), 37–56.
Grundy, S., Robison, J., & Tomazos, D. (2001). Interrupting the way things are: Exploring new directions in school/university partnerships. Asia-Pacific Journal of Teacher Education, 29(3), 203–217. https://doi.org/10.1080/13598660120091829
Hedegaard, M. (2005). Strategies for dealing with conflicts in value positions between home and school: Influences on ethnic minority students’ development of motives and identity. Culture & Psychology, 11(2), 187–205.
Hedegaard, M. (2012). The dynamic aspect in children’s learning and development. In M. Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in children’s development: Cultural-historical approaches (pp. 9–27). New York, NY: Cambridge University Press.
Hedegaard, M. (2014). The significance of demands and motives across practices in children’s learning and development: An analysis of learning in home and school. Learning, Culture and Social Interaction, 3, 188–194.
Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K., & Stølen, G. (2019). Newly qualified teachers’ understandings of research-based teacher education practices: Two cases from Finland and Norway. Scandinavian Journal of Educational Research, 1–17. https://doi.org/10.1080/00313831.2019.1659402
MacCallum, J., & Morcom, V. (2011, April). The other side of teacher motivation: Issues of teacher self-efficacy and well-being when innovating in the classroom. Paper presented at the Symposium titled Teachers’ Motivation and Well-Being from a Career Stage Perspective, AERA, New Orleans.
Mathison, S. (2008). What is the difference between evaluation and research—And why do we care? In N. Smith & P. Brandon (Eds.), Fundamental issues in evaluation (pp. 183–196). New York, NY: The Guildford Press.
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Morcom, V. (2015). Scaffolding social and emotional learning within ‘shared affective spaces’ to reduce bullying: A sociocultural perspective. Learning, Culture and Social Interaction, 6, 77–86.
Morcom, V. (2016). Scaffolding peer collaboration through values education: Social and reflective practices from a primary classroom. Australian Journal of Teacher Education, 41(1), 81–99.
Morcom, V., & MacCallum, J. (2009). ‘Motivation in action’ in a collaborative primary school classroom: Developing and sustaining teacher motivation. Australian Journal of Teacher Education, 34, 23–40.
Niemi, H., Toom, A., & Kallioniemi, A. (2012). Epilogue: How to be prepared to face the future? In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 277–282). Rotterdam, The Netherlands: Sense Publishers.
Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
Shannon-Baker, P. (2016). Making paradigms meaningful in mixed methods research. Journal of Mixed Methods Research, 10(4), 319–334.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
MacCallum, J. (2020). Afterword: Innovating and Researching in Schools. In: Donovan, J., Trimmer, K., Flegg, N. (eds) Curriculum, Schooling and Applied Research. Palgrave Studies in Education Research Methods. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-48822-2_12
Download citation
DOI: https://doi.org/10.1007/978-3-030-48822-2_12
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-48821-5
Online ISBN: 978-3-030-48822-2
eBook Packages: EducationEducation (R0)