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It proposes an alternative perspective on contemporary change, emphasizing how individuals are culturally formed and how shared meanings are created in classrooms and schools. It frames educational research as providing a warrant for reconsidering the deeper forces of change and calls for new ways of understanding and discussing relevant contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-educational-research-teacher-knowledge-in-action/593414/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-educational-research-teacher-knowledge-in-action/593414.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main argument does the paper make about educational research?","Question",{"text":112,"@type":113},"It challenges the dominant view that research and development are planned from above and then enacted downward by the education system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe the role of classrooms and schools?",{"text":117,"@type":113},"It treats classrooms and schools as sites where new meanings and understandings are created and shared.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the focus of the study described in the paper?",{"text":121,"@type":113},"It examines the assumption of a tight correspondence between research-informed decision makers and educators/teachers as implementers of those ideas and policies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593414,1792077216,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Impact of Educational Research: Teacher Knowledge in Action  \nLindsay Fitzclarence  \nMonash University  \nAbstract  \nIn this paper I argue against a dominant view that social planning, supported by strategically located and tightly controlled research and development, is delivered from above and enacted downwards by the education system. As such the paper argues against a view taken by many theorists/politicians and reinforced by the major components of the educational bureaucracy. The Impact of Educational Research produces a warrant for an alternative form of thinking about the deeper forces of contemporary change including the ways that individuals are culturally formed and how they relate to each other. Understood this way, classrooms and schools are sites where new meanings and understandings are created and shared. The paper concludes with a call for consideration of new ways of understanding and discussing the context of change that educational research relates to.  \nBackground and introduction  \nDuring the late 1970s Barry Jones, politician, academic and one time quiz game celebrity, spent several years studying, documenting and writing about what he perceived to be a social change of major proportions. In 1982 the result of this study, a book titled Sleepers Wake!, was published. This book has subsequently been reprinted and republished many times, the last edition appearing in the late 1990s. There is little doubt that the enduring interest in Sleepers Wake! is testimony to the fact that Jones has managed to document some significant cultural and political themes.  \nBarry Jones’s thesis in the book is as follows. Through the period of the 1970s Australia, typical of many advanced industrial nations, had been slow to adjust to the arrival of an information revolution that was reshaping the basic framework of the major industries in manufacturing and agriculture and, by implication, most aspects of daily life. Jones summarised his concerns, and basic thesis, in the following way:  \nThe Australian Educational Researcher, Volume 30, Number 2, August 2003 •33  \nMuch of our conceptualising, social response, political dialogue and educational expectation is based on an obsolete view of reality … Technological change has significant implications for education, communication and the political process. The sheer complexity of scientific and technological change in an age of superspecialization has led to ignorance, alienation and feelings of incapacity in the political and bureaucratic process, as it has in the lay community. (Jones 1990, Preface)  \nIn somewhat different terms, Jones was arguing that ‘information’ as a cultural and economic resource was replacing manufacturing and primary production as the key element in the emerging, post-industrial,‘high-tech’ economy. The problem with this transformation, according to Jones, was that it was not well understood and as a result existing social divisions were being widened. Jones argued that through ignorance and mis-management there was a widening gap between the ‘information rich and information poor’ (2000, p. 5) . Of particular significance for the argument to be sketched in this paper, Jones (1990, pp. 155–6) noted that ‘Education provided a key pathway in the sifting sorting process of who would be information rich and information poor.’  \nWhen the Hawke Labor Government came to office in 1983, Jones became the Minister for Science and Technology. In this role he became a leading architect in apolitical and bureaucratic campaign to move Australia away from an economy based on primary production and manufacturing and towards one that was more information based, and technology rich. Within this process the education system, from primary schools to tertiary colleges and universities, was understood to be a vital lever of change. As such there was an increasing expectation that future citizens should emerge from schools and tertiary education with the skills required to t","cbCaiqqkSfvAUQIB","https://ap.wps.com/l/cbCaiqqkSfvAUQIB","pdf",120923,"English","# Background and introduction\n## Details of the study","[{\"question\":\"What main argument does the paper make about educational research?\",\"answer\":\"It challenges the dominant view that research and development are planned from above and then enacted downward by the education system.\"},{\"question\":\"How does the paper describe the role of classrooms and schools?\",\"answer\":\"It treats classrooms and schools as sites where new meanings and understandings are created and shared.\"},{\"question\":\"What is the focus of the study described in the paper?\",\"answer\":\"It examines the assumption of a tight correspondence between research-informed decision makers and educators/teachers as implementers of those ideas and policies.\"}]","The Impact of Educational Research - Teacher Knowledge in Action | PDF",25]