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Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity. In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. It problematises a ‘what works’ agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education. At its core Reframing Educational Research challenges two commonly held assumptions: that "best practice" is readily identifiable in a way that is then transferrable to new contexts for use by practitioners more widely, and that theory will not help with what to do on Monday morning in the classroom or in developing policies with direct and visible impact. Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice. Reframing Educational Research is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.
By Yvette Solomon (editor)

Hardcover:

9780415529150 | Routledge, May 22, 2013, cover price $160.00 | About this edition: Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy.

Paperback:

9780415529174 | Routledge, May 29, 2013, cover price $52.95

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Product Description: This book brings together scholars working in the field of mathematics education to examine the ways in which learners form particular relationships with mathematics in the context of formal schooling. While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it...read more
By Yvette Solomon (editor)

Hardcover:

9780415996846 | 1 edition (Routledge, June 5, 2009), cover price $155.00 | About this edition: This book brings together scholars working in the field of mathematics education to examine the ways in which learners form particular relationships with mathematics in the context of formal schooling.

Paperback:

9780415649957 | Reprint edition (Routledge, July 27, 2012), cover price $54.95 | About this edition: This book brings together scholars working in the field of mathematics education to examine the ways in which learners form particular relationships with mathematics in the context of formal schooling.

cover image for 9780805846867
Product Description: Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it...read more

Hardcover:

9780805846867 | Routledge, October 10, 2008, cover price $170.00 | About this edition: Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics?

Paperback:

9780805846874 | Routledge, October 10, 2008, cover price $59.95 | About this edition: Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics?

cover image for 9780415030380
Product Description: The psychological description and explanation of how children learn to work with numbers is dominated by the theories of Piaget. Yvette Solomon suggests an alternative approach to the child's conception of number.

Hardcover:

9780415030380 | Routledge, December 1, 1989, cover price $105.00 | About this edition: The psychological description and explanation of how children learn to work with numbers is dominated by the theories of Piaget.

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