Engagement with Research, Teacher Learning and Educational Leadership: Towards an Interpretive-Ecological Approach

Autor/in	Anwaruddin, Sardar M.
Titel	Engagement with Research, Teacher Learning and Educational Leadership: Towards an Interpretive-Ecological Approach
Quelle	In: International Journal of Leadership in Education, 22 (2019) 2, S.175-188 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anwaruddin, Sardar M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2017.1394495
Schlagwörter	Learner Engagement; Instructional Leadership; Holistic Approach; Inservice Teacher Education; Foreign Countries; Educational Research; Evidence Based Practice; Reading Instruction; Reader Response; Reader Text Relationship; Reading Strategies; English for Academic Purposes; Elementary School Teachers; High School Teachers; Community Colleges; College Faculty; Elementary Schools; High Schools; Validity; Usability; Canada; United States; Romania; Cote d'Ivoire; Isle of Man + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Holistischer Ansatz; Lehrerfortbildung; Ausland; Bildungsforschung; Pädagogische Forschung; Leseunterricht; Leserbrief; Reading strategy; Leselernstufe; Lesetechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Community college; Community College; Fakultät; Gültigkeit; Kanada; USA; Rumänien
Abstract	This article is concerned with teachers' engagement with educational research. It presents a subset of data from a larger study, which explored teachers' responses to educational research published in a peer-reviewed journal. In this article, I discuss four ways of reading that the participants employed while addressing the validity and usability of research findings. Collectively, these ways of reading challenge the dominant applied science model of research use. Based on insights gleaned from the participants' ways of reading, I propose an interpretive-ecological approach to educational leadership. This approach would ask educational leaders to facilitate the creation of spaces where teachers may be able to actively interpret the meanings of research-based evidence. It is hoped that such interpretive readings will help teachers gain contextually relevant knowledge and practical wisdom in the contemporary culture of evidence-based practice, which leaves little room for personal judgement and interpretive practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01