Linking Research and Practice: Knowledge Transfer or Knowledge Creation?.

Wiliam, Dylan

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Record Details - ED471750

Title: Linking Research and Practice: Knowledge Transfer or Knowledge Creation?

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Title:	Linking Research and Practice: Knowledge Transfer or Knowledge Creation?
Authors:	Wiliam, Dylan
Descriptors:	Cognitive Structures; Curriculum; Educational Change; Evaluation Methods; Innovation; Mathematics Instruction; Professional Development; Science Education; Secondary Education; Teacher Education
Source:	N/A
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Publisher:	ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free).
Publication Date:	2002-00-00
Pages:	20
Pub Types:	Reports - Research; Speeches/Meeting Papers
Abstract:	In this paper, it is argued that the failure of educational research to impact on practice stems from a failure to understand the nature of expertise in teaching, and that traditional models of knowledge transfer can only be effective for those at a relatively limited level of competence. Instead, it is suggested that teachers need to be involved, collaboratively, with researchers in a joint process of knowledge creation. In the King's-Medway-Oxfordshire Formative Assessment Project (KMOFAP) a group of 24 secondary school teachers (grades 6 to 12) of mathematics and science were supported in developing action plans of how they wanted to develop their classroom assessment practice with a single class, through a series of four day-long workshops, and by observations of their teaching. Comparison with local controls (established on a case-by-case basis for each teacher) on curriculum-based tests, showed an average effect size of +0.32. (Author)
Abstractor:	N/A
Reference Count:	N/A

Note:	In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Secondary Education

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