Mike Lambert - Academia.edu (original) (raw)

Practical Research Methods in Education by Mike Lambert

Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical G... more Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. A hands-on guide which critically explores and scrutinizes research methods used in educational enquiry.

Lambert M. (2019) (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical ... more Lambert M. (2019) (Ed.) Practical Research Methods in Education:
An Early Researcher’s Critical Guide. Abingdon: Routledge.

Lambert M. (2019) Involving children. In: M. Lambert (Ed.) Practical Research Methods in Educatio... more Lambert M. (2019) Involving children. In: M. Lambert (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. Involving children in research has been advocated for many years for the valuable insights it can offer into their educational, social and personal lives and perspectives. This chapter explores the benefits, obstacles and hazards of collecting such data.

Practical Research Methods in Education: An Early Researcher’s Critical Guide. , 2019

The 'Mosaic approach' is an influential participatory methodology, which is used both for early-c... more The 'Mosaic approach' is an influential participatory methodology, which is used both for early-childhood research and for evaluation and development of professional practice. In the approach, children are viewed as active communicators who can and should be research participants in collaboration with adults. The chapter considers three stages to Mosaic: gathering evidence; dialogue, reflection and interpretation; and deciding on continuity and change. Through critical reflection on a real Mosaic project, the chapter examines how children can express their views in verbal and visual ways, including 'conferences', tours of their day-care setting and photography. It shows too how within a 'framework for listening' researchers and practitioners can make use of these perspectives. It critically examines difficulties of the approach, including time commitment and professional attitudes, as well as ethical issues related to ownership of digital, photographic images. The author argues that in blurring the lines between research and practice, the Mosaic approach represents an exciting opportunity to understand and develop early-years provision in robust ways within existing statutory frameworks. Practical Research Methods in Education is a hands-on guide which critically explores and scrutinizes research methods used in educational enquiry. It is a unique and valuable resource for any students interested and engaged in the planning and completion of their own investigations. Routledge • Amazon • Academia • Facebook

Lambert M. (2019) Grounded theory. In: M. Lambert (Ed.) Practical Research Methods in Education: ... more Lambert M. (2019) Grounded theory. In: M. Lambert (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. ‘Grounded theory’ is a well-used research design which allows researchers to develop organized, persuasive theory from wide-ranging practical investigation. In this chapter, key principles and issues relating to the approach are critically discussed.

...and how 'Practical Research Methods in Education' can help you to take them. Lambert, M. (Ed.... more ...and how 'Practical Research Methods in Education' can help you to take them. Lambert, M. (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge.

'A Beginner's Guide...' by Mike Lambert

‘A Beginner’s Guide…’ is a step-by-step guide for students new to research. It covers every stage... more ‘A Beginner’s Guide…’ is a step-by-step guide for students new to research. It covers every stage in turn, starting with learning from other research, choosing a topic, designing research questions, writing a literature review, deciding on methodology, designing research instruments, and consideration of validity and reliability; then moving to carrying out the investigation, analyzing quantitative and qualitative data and finally writing up the project. The ethical issues of doing education research are examined throughout.

Included are case studies to illustrate common problems and solutions; 14 ‘Project Sheets’ (available on this Academia page) which allow students to build up their work in stages and prepare draft text for their final written project; also key points, activities, recommended further reading and a glossary of research terms.

The book is written for undergraduate students doing education courses and Masters-level students new to research. It is relevant to students of all phases of education: early years, primary, secondary and further education, and to a range of international settings.

More information: http://bit.ly/IrLHvD
Also on Facebook at: http://on.fb.me/QFobAp (click on Like to get news feed)
More information about the author: http://bit.ly/Hk3L6h

Practical Research Methods in Education: An Early Researcher’s Critical Guide. , 2019

More information: http://bit.ly/IrLHvD
Also on Facebook at: http://on.fb.me/QFobAp (click on Like to get news feed)
More information about the author: http://bit.ly/Hk3L6h

What is an abstract? What is an abstract for? How long should my abstract be?... etc.

When researching, make sure you examine a range of literature, including that which puts forward ... more When researching, make sure you examine a range of literature, including that which puts forward unconventional, uncomfortable or controversial ideas. This will strengthen the criticality of your academic writing and help you produce a ‘whole picture’ of both your topic and your approach to investigation. Here are some examples…

Published in Newsletter of the Commonwealth Educational Media Centre for Asia, Vol 1, No 2, May 2... more Published in Newsletter of the Commonwealth Educational Media Centre for Asia, Vol 1, No 2, May 2015, 22-23. Director: Dr. Ramesh C. Sharma.

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pup... more ‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

In 1997 a ‘New Labour’ government was elected in the United Kingdom, under the leadership of Tony... more In 1997 a ‘New Labour’ government was elected in the United Kingdom, under the leadership of Tony Blair. In the decade which followed, educational policy and practice in England included active intervention to promote learning and achievement of the most able children in state schools, under the label of ‘gifted and talented’. This review recalls developments in provision for these children during that time, in relation both to an inclusive school curriculum and to separate out-of-school learning. The differing ways in which this period of activity and development in gifted and talented education in England can be viewed are critically appraised.

This study examines the concept of ‘difficulty and challenge’ in curriculum, teaching and learnin... more This study examines the concept of ‘difficulty and challenge’ in curriculum, teaching and learning of young learners. It draws its data from the in-school and out-of-school experiences and perspectives of high-attaining, ‘gifted and talented’ students, mainly of late primary-school and early secondary-school age, and from their educators.

The study is based on a largely interpretative paradigm and draws from ideas of grounded theory. It treats with caution the notion that such a study will produce a ‘theory’, as advocated in much of the grounded-theory literature, setting out instead to produce a ‘persuasive perspective’ on its theme. Data are largely qualitative in nature, analysed through coding and grouping of principal concepts and sub-themes. Some quantitative data are used to substantiate the analysis.

The investigation’s sources of data were decided upon as the study progressed in response to the growing conceptualisation of its theme. Its beginnings were with young students in out-of-school ‘Advanced Learning Centres’ (ALCs) for gifted and talented children, progressing to gifted and talented children and their teachers in primary schools, then to summer schools organised for older students by the National Academy of Gifted and Talented Youth. Finally, specialist teachers and initial teacher-training tutors provided more in-depth consideration of the topic. Data came from a survey of ALC students across England, from observations of classroom practice using a specially designed observation framework, and from group and individual interviews.

Using the data, a visual configuration of difficulty and challenge is constructed in the study, and a glossary of key terms and their definitions is built up in stages. The implications of these outcomes for educational practice are considered.

The study contributes to pedagogical understanding and development of this important aspect of the teaching and learning of gifted and talented school-students and informs pedagogical thinking relating to all learners.

*****
Mike Lambert (Dr)
School of Education
University of Wolverhampton
Gorway Road
Walsall WS1 3BD
England
+44-(0)1902-322803
m.lambert@wlv.ac.uk

A Beginner’s Guide to Doing Your Education Research Project
http://www.uk.sagepub.com/books/Book236033

Other publications
http://wlv.academia.edu/MikeLambert

Profile
http://www.wlv.ac.uk/default.aspx?page=13209

The growth and development of Advanced Learning Centres has been coordinated by the Gifted and Ta... more The growth and development of Advanced Learning Centres has been coordinated by the Gifted and Talented Unit of the Department for Education and Skills (DfES) through the Excellence in Cities (EiC) initiative, in partnership with a national charity, the National Primary Trust (NPT).

This evaluation stems from original research, designed to analyse equality of access to the provision, evaluate pupils’ enjoyment, engagement and learning, and examine possible impact of that learning on achievement.

Support for learning, Jan 1, 2004

Conductive education is a distinctive style of teaching and learning for pupils with physical d... more Conductive education is a distinctive style of
teaching and learning for pupils with physical
difficulties. It is practised in the UK in some
maintained, non-maintained and independent special
schools and centres (here collectively termed
‘conductive-education schools’). In this article Mike
Lambert investigates the extent to which these
conductive-education schools have links with
mainstream schools, and the purposes and nature of
such links. It discusses what conductive-education
schools may need to do if they are to develop effective
and valuable roles in respect to mainstream schooling.
This report has relevance for all schools, but
p a rticularly for those special schools with an interest
in, or practising, conductive education and for
mainstream schools interested in working with them.

Lambert, M. (1998) Conductive Education and MOVE: a descriptive comparison. Learning Resources Jo... more Lambert, M. (1998) Conductive Education and MOVE: a descriptive comparison. Learning Resources Journal, 14(1) February 1998, 14-17.

Borbély, Á & Lambert, M. (1995) Hungarian-English Dictionary of Tasks in Conductive Education / M... more Borbély, Á & Lambert, M. (1995) Hungarian-English Dictionary of Tasks in Conductive Education / Magyar-Angol Konduktív Pedagógiai Feladatsor Szakszótár. Second edition / Második Kiadás. Budapest: MOIRA.

Lambert, M. (1994) Children’s perceptions of Conductive Education. Learning Resources Journal 10(... more Lambert, M. (1994) Children’s perceptions of Conductive Education. Learning Resources Journal 10(2), 39-42

Published as: Rozsahegyi, T. & Lambert, M. (1994) ‘Donna’s Day’. Nursery World , 29 September 1994

Lambert, M. (1994) Fulfilling eastern promise: the development of Conductive Education in the UK.... more Lambert, M. (1994) Fulfilling eastern promise: the development of Conductive Education in the UK. Child Health, 2(2) 60-64.

Lambert, M. (1993) Conductive Education Researched? The Horizon Recedes... Unpublished paper. C... more Lambert, M. (1993) Conductive Education Researched? The Horizon Recedes... Unpublished paper.

Conductive Education has had its fair share of critics over the years, in Hungary, the UK and elsewhere. Now research in Birmingham, England, has failed to identify meaningful benefits in this radically new educational approach to the problems of motor disorder in children. Mike Lambert questions the strategies, conclusions and significance of this expensive evaluation.

Further articles about Conductive Education in the 1990s are available at: http://wlv.academia.edu/MikeLambert

British Journal of Special Education, Jan 1, 1992

The paper reviews the way in which the National Curriculum for England and Wales was introduced i... more The paper reviews the way in which the National Curriculum for England and Wales was introduced into the practice of Conductive Education, a system of guidance and teaching for children and adults with motor disorders, first developed in Hungary.

Deafness & Education International , 2020

Ahead-of-print. Free access for early readers.

Lambert, M. (1988) Educating the deaf-blind. In Riordan, J. (1988) Soviet Education: the Gifted a... more Lambert, M. (1988) Educating the deaf-blind. In Riordan, J. (1988) Soviet Education: the Gifted and the Handicapped. London: Routledge, pp.122-39.

Dissertation submitted to the Faculty of Education of the University of Birmingham, England, for ... more Dissertation submitted to the Faculty of Education of the University of
Birmingham, England, for the degree of Master of Education (1987).

This role play aims to strengthen critical understanding of dilemmas and difficulties associated ... more This role play aims to strengthen critical understanding of dilemmas and difficulties associated with children's inclusive and segregated learning. It is intended for use with students in teacher training, education studies and other relevant courses of study.

Rozsahegyi, T. and Lambert M. (2023) Pedagogy, inclusion and the SENCo’s role. In: H. Knowler, H.... more Rozsahegyi, T. and Lambert M. (2023) Pedagogy, inclusion and the SENCo’s role. In: H. Knowler, H. Richards and S. Brewster (Eds.) Developing Your Expertise as a SENCo: Leading Inclusive Practice. St Albans, UK: Critical Publishing. This chapter explores how the notion of pedagogy in general, and of inclusive pedagogy in particular, can strengthen the role of SENCos within efforts to develop and deliver inclusive education.

‘If you are a SENCO, this book should be at the top of your reading list’ (Prof. Adam Boddison, formerly Chief Executive, National Association for Special Educational Needs (NASEN), review for publishers).

Rozsahegyi, T. and Lambert, M. (2018) Pedagogical outlooks underpinning early years education an... more Rozsahegyi, T. and Lambert, M. (2018) Pedagogical outlooks underpinning
early years education and workforce training in England and Hungary.
In B. Bartram (ed.) International and Comparative Education: Contemporary issues and debates. Abingdon: Routledge, pp.21-34.

Edited by Brendan Bartram

International and Comparative Education offers undergraduates detailed and wide-ranging illustrat... more International and Comparative Education offers undergraduates detailed and wide-ranging illustrations of the ways in which comparison can
illuminate our understanding of contemporary education systems
by exploring issues in relation to specific educational sectors, from
early-years and primary schooling, through to further, adult and
higher education.
Key areas and debates examined include:
• Alternative education provision
• Early-years pedagogy and training
• Spiritual, moral, social and cultural development in
primary schooling
• Work-related learning in secondary schools
• The world of private tutoring
• Economic austerity and further education
• Apprenticeships and vocational education
• Adult education and training
• Higher education in a globalised world
• Teacher training and international rankings.

Drawing on these wide-ranging themes across a number of national
contexts to provoke critical thinking and reflection, each chapter
includes discussion points and further reading.

In: Brown, Z. (ed.) (2016) Inclusive Education: Perspectives on pedagogy, policy and practice. Ab... more In: Brown, Z. (ed.) (2016) Inclusive Education: Perspectives on pedagogy, policy and practice. Abingdon: Routledge.

From Lambert, M. (2009) Difficulty and Challenge in Curriculum, Teaching and Learning: A Contribu... more From Lambert, M. (2009) Difficulty and Challenge in Curriculum, Teaching and Learning: A Contribution to Pedagogy, Using Insights from In-School and Out-of-School Education of Gifted and Talented Pupils. PhD thesis for University of Warwick, UK. https://independent.academia.edu/MikeLambert9

From: Lambert M. (2009). Difficulty and challenge in curriculum, teaching and learning: a contrib... more From: Lambert M. (2009). Difficulty and challenge in curriculum, teaching and learning: a contribution to pedagogy, using insights from in-school and out-of-school education of gifted and talented pupils. PhD thesis for University of Warwick (http://bit.ly/1JEHMy4)

CEMCA works in two major sectors: Education and Livelihoods & Health. In both these sectors, it’s... more CEMCA works in two major sectors: Education and Livelihoods & Health. In both these sectors, it’s main focus is on the use of appropriate educational communication technologies to improve the quality of teaching and learning. CEMCA has been engaged in the promotion of low-cost open source technologies for promoting online learning in the Asian region. While it is not a technology organization, it is engaged in experimenting with learning technologies to showcase the benefits and guide others on how to use technology for learning. CEMCA has promoted the following:
Educational Multimedia
eLearning
Radio Enabled Learning
Open Educational Resources
Community Radio
Television
Teleconference

Lambert, M. (2003) Changing Roles: Collaboration between Special and Mainstream Schools in Englan... more Lambert, M. (2003) Changing Roles: Collaboration between Special and Mainstream Schools in England. Learn, Journal of the Irish Learning Support Association, 25, pp.41-47

School of Education, Jan 1, 2002

Over time the learner has been the explorer of knowledge, its accumulator and skilled ‘access-or’... more Over time the learner has been the explorer of knowledge, its accumulator and skilled ‘access-or’. In the 21st century challenges and demands are expanding and changing again. Our new society’s environment is one of rapid communication, action and change, of intricate social activity and a huge potential for new knowledge.

What are the models of the learner for this brave new world? How can higher education create these models and support the learners who aspire to them? This paper postulates four models of the learner of the future: collaborator, free agent, wise analyser and creative synthesiser. It describes an example of these kinds of learning and considers what they might imply for the development of learning in higher education in the coming century.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209