School, FE, HE, Local Authorities etc
Do have a look down through these - you may be very surprised to find that work from another decade is very useful in addressing problems you are facing now! Secondly, do have a look at work cited on other pages, such as community etc. Worlds of practice are often not as discrete as they are treated. A lot of work could be placed in more than one 'category' and there is a lot to be learned from what happens beyond our own particular worlds of practice, experience and knowledge.
Living-Theory Doctoral Theses
They are arranged in chronological order and titles link to where you can access them. The place of practice, rather than the location of the awarding body is shown.
Delysia Timm Ph.D South Africa (2012) - Towards The Biochemical Nature Of Learning And Its Implication For Learning, Teaching And Assessment: A Study Through Literature And Experiences Of Learners And Educators
Yvonee Crotty Ph.D Ireland (2012) How Am I Bringing An Educationally Entrepreneurial Spirit Into Higher Education?
Simon Hughes Ph.D UK (2012) Towards Auto/Pedagogy: A Reflexive Auto/Biographic Case Study Of Professional Learning Mediated By Technology.
Keith Kinsella Ph.D UK (2012) Revealing What Is 'Tacit/Rationally-Invisible/In The Background': An Online Coaching Pedagogy For Developing Improved Leadership Practice Through 'Presencing Empathetic Responsiveness'
Mark Potts Ph.D UK (2012) How Can I Reconceptualise International Educational Partnerships As A Form Of 'Living Citizenship'?
Marie Huxtable Ph.D UK (2012) How Do I Evolve Living-Educational-Theory Praxis In Living-Boundaries?
Marian Lothian Ph.D Canada (2010) How Can I Improve My Practice To Enhance The Teaching of Literacy?
Anat Geller Ed.D Israel (2010) Within Dialogue And Without: How Has 'Being In The Unknown' Become A Value In My Developing As A Better Dialogical Educator?
Louise Phillips Ph.D Australia (2010) Young Children's Active Citizenship: Storytelling, Stories, And Social Actions.
Cynthia Cozette Lee Ed.D USA (2009) D.O.O.R.S. Of Change: Capacity Building To Differentiated Instruction
Karen Riding Ph.D UK (2008) How Do I Come To Understand My Shared Living Educational Standards Of Judgement In The Life I Lead With Others? Creating The Space For Intergenerational Student-Led Research?
Simon Riding Ph.D UK (2008) How Do I Contribute To The Education Of Myself And Others Through Improving The Quality Of Living Educational Space? The Story Of Living Myself Through Others As A Practitioner-Researcher.
Ray O'Neill Ph.D Ireland (2008) ICT As Political Action.
Jane Spiro Ph.D UK (2008) How I Have Arrived At A Notion Of Knowledge Transformation, Through Understanding The Story Of Myself As Creative Writer, Creative Educator, Creative Manager, And Educational Researcher.
Barry Hymer Ph.D UK (2007) How Do I Understand And Communicate My Values And Beliefs In My Work As An Educator In The Field Of Giftedness?
Swaroop Rawal Ph.D India (2006) The Role Of Drama In Enhancing Life Skills In Children With Specific Learning Difficulties In A Mumbai School: My Reflective Account
Bernie Sullivan Ph.D Ireland (2006) A Living Theory of a Practice of Social Justice: Realising the Right of Traveller Children to Educational Equality
Máirín Glenn Ph.D Ireland (2006) Working With Collaborative Projects: My Living Theory Of A Holistic Educational Practice.
Margaret Farren Ph.D Ireland (2005) How Can I Create A Pedagogy Of The Unique Through A Web Of Betweenness?
Mary Hartog Ph.D UK (2004) A Self Study Of A Higher Education Tutor: How Can I Improve My Practice?
Elka Yaffe Ed.D UK (2003) The Reflective Beginner: Promoting Professional Development of Newly Qualified Teachers
Paul Roberts Ph.D UK (2003) Emerging Selves In Practice: How Do I And Others Create My Practice And How Does My Practice Shape Me And Influence Others?
Jackie Delong Ph.D Canada (2002) How Can I Improve My Practice As A Superintendent Of Schools And Create My Own Living Educational Theory?
Ram Punia Ed.D International (2004) My Curriculum Is My CV: The Making Of An International Educator With Spiritual Values? With further material 2010
Terri Austin Ph.D UK (2001) Treasures In The Snow: What Do I Know And How Do I Know It Through My Educational Inquiry Into My Practice Of Community?
Mike Bosher Ph.D (2001) How Can I As An Educator And Professional Development Manager Working With Teachers, Support And Enhance The Learning And Achievement Of Pupils In A Whole School Improvement Process?
James Finnegan Ph.D UK (2000) How Do I Create My Own Educational Theory In My Educative Relations As An Action Researcher And As A Teacher?
Jack Whitehead Ph.D UK (1999) - How Do I Improve My Practice? Creating A Discipline Of Education Through Educational Enquiry
Ben Cunningham Ph.D Ireland (1999) How Do I Come To Know My Spirituality As I Create My Own Living Educational Theory?
Johmn Loftus Ph.D (1999) An Action Research Enquiry Into The Marketing Of An Established First School In Its Transition To Full Primary Status
Pat D'Arcy Ph.D UK (1998) The Whole Story...
Moira Laidlaw Ph.D UK (1996) How Can I Create My Own Living Educational Theory As I Offer You An Account Of My Educational Development?
Jacqui Hughes Ph.D UK (1996) Action Planning And Assessment In Guidance Contexts: How Can I Understand And Support These Processes While Working With Colleagues In Further Education Colleges And Career Service Provision In Avon.
Kevin Eames Ph.D UK (1995) Action Research, Dialectics And An Epistemology Of Practically-Based Professional Knowledge For Education
Moyra Evans Ph.D UK (1995) An Action Research Enquiry Into Reflection In Action As Part Of My Role As A Deputy Headteacher
Masters Writings
Linda Vargas MA Dissertation South Africa (2010) "Out The Box: Flamenco Dance As Educational." A Living Theory Study Of Dance In Primary Education
Christine Jones MA Dissertation UK (2009) How Do I Improve My Practice As An Inclusion Officer Working In A Children's Service?
Madeleine Mohammed MPhil Dissertation UK (2001) Improving Teacher Education: Ways Of Developing Metacognition, Mediation And Educational Emotional Awareness In Teachers Of Pupils With Dyslexia
Erica Holley MPhil Dissertation UK (1997) How Do I As A Teacher-Researcher Contribute To The Development Of A Living Educational Theory Through An Exploration Of My Values In My Professional Practice?
References and Resources
These references are those that have been helpful to researchers in the world of formal 'education' such as school, college and university.
Carter, K. (1993) The Place of Story in the Study of Teaching and Teacher Education. Educational Researcher, 22 (1), pp 5-12, 18.
If you copy and paste into Google you will find a pdf of the paper you can download. I keep coming back to this one as it reminds me about the place construction of narrative has in the research of teachers.
Johnson, K. and Golombek , P. (Eds.) (2002) Teacher’s Narrative as Professional Development. Cambridge: Cambridge University Press.
Explores teachers' understanding of the personal and professional experiences that have informed their language teaching. Preview on googlescholar. Their introduction, 'Teachers' Narrative Inquiry as Professional Development' can be downloaded from googlescholar as a pdf.
Layard, R. & Dunn, J. (Ed) (2009) A Good Childhood: Searching for Values in a Competitive Age. The Landmark Report for the Children’s Society. London; Penguin.
The quotes from the 2009 Landmark Report for the Children’s Society come from the biggest inquiry into the condition of childhood ever conducted in the UK. I have focused on quotations from the Conclusions that highlight the importance of love, respect, and evidence. I have included a quote from Rowan Williams’ Afterword that focuses on the need to offer ‘some robust account of what long-term human welfare looks like and what it demands’ (see the last sentence of the quotes). I see you offering such robust accounts in the exercise of your educational responsibility to produce your living educational theories of your educational accountability with your pupils, students and colleagues in terms of your values.
Reiss, M.J and White J. (2013) An Aims-based Curriculum: The significance of human flourishing for schools. London: Institute of Education Press, University of London.
Starts by asking the fundamental question - 'what are schools for?' - and builds an argument about a curriculum from their answer, 'We have suggested that, in the broadest possible terms, school education should equip every child: 1. to lead a life that is personally flourishing; 2. to help others do so too. Whether or not you agree with the aims they offer they show how a rational and well reasoned case might be made for what and how we teach children in schools so that the curriculum contributes to the development of their educational learning for life.
