Resisting research evidence-base deficits
A comprehensive analysis of a leading English association journal over a decade
Bibliographic Data
| ID | 21548043 |
|---|---|
| Authors | Jennifer Alford (0000-0001-9238-0933, Griffith University, corresponding author), Beryl Exley (0000-0002-3295-8438, Griffith University), Elizabeth Baker (0000-0002-0600-4198, Griffith University), Elizabeth A Baker (0000-0002-5306-4767, Griffith University) |
| Year | 2024 |
| Volume | 58 |
| Issue | 4 |
| Pages | 329-345 |
| Publication date | 2024-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | English in Education (JOURNAL) |
| Journal identifiers | ISSN: 0425-0494 • E-ISSN: 1754-8845 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/04250494.2024.2388104 |
| OpenAlex | W4402457611 |
| Language | EN |
| References cited | 32 |
This paper considers the research evidence-base informing teaching practice and policy in subject English in schools. We explore the Australian Journal of English Education, the flagship research publication from the Australian Association of Teachers of English, at a time when an evidence-base is in high demand. Our aim is to understand the research outputs that are valued by the authors, editors, reviewers and readers of this association journal. We analyse the research published from the release of the Australian Curriculum English in 2014, until the end of 2022. We deduce the particular topic contributions made in 139 research articles according to the message systems of curriculum, pedagogy and assessment. We also consider the theories, methods and recommendations made in the light of increasingly recognised deficits in the research evidence base around knowledge, efficacy and application. Our findings indicate robust engagement with highly contextualised research making visible the transformative work of English teachers
Educational research · Mathematics education · Psychotherapist · Evaluation and Performance Assessment · Psychology · Student Assessment and Feedback
Interaction in the language curriculum
The Dialogic Imagination
White privilege
Speech Genres and Other Late Essays
The Language of Evaluation
An Introduction to Discourse Analysis
The role of beliefs in teacher agency
Distinction
An Introduction to Functional Grammar
Basil Bernstein
The Logic of Practice
Relational professionalism in a bilingual teacher association
Discourse and Text
Post-qualitative research
The Changing Contours of Political Community
Why ‘What Works’ Still Won’t Work
Evidence-Based Education Policies
Cultural Ways of Learning
Experience and Education
The "What" and "Why" of Goal Pursuits
Towards an Australian Indigenous Women's Standpoint Theory
The Birth of Biopolitics
Investigating Differences in Teacher Practices Through a Complexity Theory Lens
The responsible uncertainty of pedagogy
| Citation velocity | historical |
|---|---|
| Highly cited | No |