ࡱ> ~;&( / 00DArialngsRomantt. 0DGaramondRomantt. 0 DTimes New Romantt. 00DWingdingsRomantt. 0 A .  @n?" dd@  @@``  LH     0AA@8wʚ;ʚ;g4DdDd^ 0ppp@ <4dddd@w 0t- <4BdBd@x 0t80___PPT10 pp?  %!6WHO ARE THE BENEFICIARIES OF OUR EDUCATIONAL RESEARCH? 76,66 "Peter Sullivan La Trobe University#Z# "" JImpression 1: Education research has little impact on policy and practice KI$(* 3 there are few results which are accepted and applied widely there seem to be few policy decisions which are informed by findings from quality research researchers are not widely consulted or even respected by practitioners $ e.g. Ravich:  Physicians leave education researchers for dead , BB(.3 She hypothesised that had the physicians & been educational researchers they would have: argued whether anything was wrong with her; claimed that her illness was a social construction; criticised the tests that had produced the results, arguing among & only a snapshot of the whole; had difficulty understanding each other because of a lack of common professional language; been uncertain of how Diane should be treated; and disagreed about standards for successful treatment.*[ZZ[ zImpression 2: Induction of beginning education researchers & >>(/  consideration of half baked philosophic arguments definitions drawn from other disciplines and applied inappropriately to educational research distinctions between approaches which are meaningless in educational contexts evangelic type appeals to subscribe to particular paradigms Too many of those who choose to undertake extended supervised research are studying questions of limited practical relevance using methods that are unlikely to convince policy makers or practitioners.PP structuring our research the audience (who will read and interpret the reports) the beneficiaries (who will be better off as a result of the find the casualties (who will suffer as by-products of the research process or who will be harmed by publication) $  AUDIENCE AND BENEFICIARIES( =the beneficiaries of educational research are often future learners, either narrow or broadly defined, in the short or long term, either directly or by a process of interpretation and/or translation the audience of the research may be teachers, teacher educators, policy makers, the community, and other researchers >Z>=  ^MERGA believes that needs of mathematics learners are best served by education research which:__$^ Einforms and improves practices and policy in mathematics teaching and learning; both builds on existing research and identifies key issues for future research; address community priorities and goals but is not constrained by them and is sensitive to the needs of individuals, including attention to equity and social justice.E  Sullivan, Mousley & Zevenbergen& beneficiaries are students in the classrooms of teachers who are influenced by the findings. & to increase the opportunities of those students who are excluded & & audience is predominantly those who will communicate with teachers on their approaches to teaching. & & intention to write some project reports in forms that might influence teaching practice directly.qZqp  Potential casualtiesMERGA believes that mathematics education research must be done with sensitivity to the diverse cultural backgrounds within Australasia and in accordance with the highest ethical standards. Researchers should be aware that their personal and cultural perspectives may shape the research processes in which they engage and that making these perspectives explicit in the dissemination of their work might enhance the quality of the findings.    potential causalities For example, the underlying premise of our research project is that the very approaches that are recommended in professional literature for improving the learning of mathematics may disadvantage students who are from working class or Indigenous backgrounds (Delpit, 1988, 1995; Bernstein, 1996). We are proposing, for example, that teachers should pose tasks that are context based and open-ended. Yet, in a comprehensive review of the national testing system in the United Kingdom, Cooper and Dunne (1998) found that contextualising mathematics tasks created particular difficulties for low socio-economic status (SES) students, so much so that they performed significantly poorer than their middle-class peers whereas performance on decontextualised tasks was equivalent. BZp  |\  I t    In general, researchers should  use methods adapted to the goals recognise that they are constrained by culture and language The have political biases which make interpretation difficult, that the objects of education research are complex, relationships may be more important than individual variables, and they can draw on, or create, methods appropriate to their tasks. 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