Research Education Networking

How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise.

Collaboration and networking have recently come to the fore as major school improvement strategies in a number of countries. A variety of initiatives, from government and other agencies, have encouraged collaboration and led to a lot of practical activity in this area. However, at present there are no texts in education that explore collaboration and networking from both a theoretical and practical perspective. In this book, we aim to provide a theoretical background to educational collaboration, drawing on research and theory in policy studies, psychology and sociology, leading ultimately to a typology of networks. This theoretical base will be tested in the discussion of a number of case studies referring to specific initiatives such as the Federations programme, multi-agency collaboration and Networked Learning Communities. Lessons for practice will be drawn and presented in terms of factors internal and external to the school. The key issue of network leadership will be addressed here as well.

The educational world is increasingly dominated by 'network rhetoric'; not only are teachers and learners seen as participants in networks, the availability of low-cost electronic devices, collaborative environments and new forms of data 'born digital' have changed the nature of education research. How can researchers and research-informed practitioners best engage in and with networks and develop effective networking practices? How might networks and networking be conceptualized in order to frame and support their work in and on networks? How do networks relate to existing organizational forms and how might new networking practices emerge? This book draws on extensive research into educational research networks in schools, colleges and informal education settings to explore these questions. Carmichael combines theoretical insights into networks from different disciplinary backgrounds and awareness of technological developments, with the accounts of teachers, researchers, and technologists. He considers how educational research as a field is changing, how individual and collective research capacities might develop, identifies new research approaches and discusses the emerging role of the 'researcher-networker'.

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research. Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

Around the globe, there is an increasingly urgent need to provide opportunities for learners to embrace complexity; to develop the many skills and habits of mind that are relevant to today's complex and interconnected world; and to make learning more connected to our rapidly changing workplace and society. This presents an opportunity to (1) leverage new paradigms for understanding the structure and function of teaching and learning communities, and (2) to promote new approaches to developing methods, curricular materials, and resources. Network science - the study of connectivity - can play an important role in these activities, both as an important subject in teaching and learning and as a way to develop interconnected curricula. Since 2010, an international community of network science researchers and educators has come together to raise the global level of network literacy by applying ideas from network science to teaching and learning. Network Science in Education - which refers to both this community and to its activities - has evolved in response to the escalating activity in the field of network science and the need for people to be able to access the field through education channels. Network Science In Education: Transformational Approaches in Teaching and Learning appeals to both instructors and professionals, while offering case studies from a wide variety of activities that have been developed around the globe: the creation of entirely new courses and degree programs; tools for K-20 learners, teachers, and the general public; and in-depth analysis of selected programs. As network-based pedagogy and the community of practice continues to grow, we hope that the book's readers will join this vibrant network education community to build on these nascent ideas and help deepen the understanding of networks for all learners.

Tells why to engage in scientific education of talented students as early as possible to develop the critical minds or scientific method judgments. This book discusses the multitudes of initiatives all around the world; stating that most of them work in isolation, often struggling with lack of resources and stay unrecognized to the general public."