Some research is of immediate and obvious usefulness Some research enhances education in the long but not short term Helping the development of educational professionals

The Philosophy of Mathematics Education Journal, Number 11, March 1999 5 What is the purpose of educational research? If we take in our hand any volume of educational research, let us ask, does it contain any reasoning in support of current educational policy? No. Does it contain any experimental classroom research demonstrating the effectiveness of whole class teaching? No. Commit it then to the flames for it can contain nothing but sophistry and illusion, or worse yet, educational theory. With apologies to David Hume As the above remarks show, the purpose and usefulness of educational research are being questioned. David Hargreaves, Alan Smithers, Chris Woodhead, Anthea Millett and David Blunkett have criticised educational research for classroom irrelevance and for a failure to raise standards of educational achievement. What they seem to want are findings that can be immediately applied to change educational practices resulting in measurable improvements, and their complaint is that too little educational research provides this. However such criticism is not new. In 1971 A. Yates was pessimistic about the role of research in educational change. “Why isn’t educational research more useful?” was the question addressed by Henry M. Levin in 1978. Levin argued that research and policy are and should be in conflict, because they represent different aims and cultures. On the one hand, policy is short term and decision orientated. On the other hand, research is long term and knowledge orientated. Sometimes research can help policy, but it usually takes too long. In addition, good research is very cagey about claiming to provide sure-fire solutions to problems and is very careful about over-generalising or assuming that applications are easily made. Policy makers have to be pragmatic, and have to go with what looks like the best way for social improvement and without all these doubts and caveats. So they grow impatient with good research. But to reject research because it does not serve their immediate ends is narrow and short-sighted. Thus there is pressure on educational researchers to deliver prescriptions for effective schooling, as opposed to more reflective studies including descriptions of educational practices. However policy-makers’ quests for prescriptions are often based on questionable assumptions. e.g. Schools are designed for learning but do not always operate at maximum efficiency; and like a motor need fine tuning But schools are historical institutions in which past practices dominate, often operating to instil conformity and obedience, not creative individualism and entrepreneurialism Identification and trialing of successful teaching and organisational techniques will provide recipes for improvement But teaching and organisational techniques cannot be easily detached from their contexts and transferred Implementation of these recipes will bring about the desired improved standards of achievement But implementation is notoriously problematic because of different participant interpretations, contextual constraints, and conflicts of interest in intended areas of application The question still remains, why is educational research valuable? I wish to argue that there are at least five reasons why educational research is important and valuable.

1. Some research is of immediate and obvious usefulness

Plenty of examples can be found of research which The Philosophy of Mathematics Education Journal, Number 11, March 1999 6 1. Shows how to improve classroom practice in schools 2. Shows to improve lecture hall practice in universities and colleges 3. Helps to inform decision and policymakers in education 4. Provides insights which allowing practitioners in education to reflect on and improve their own practices Such research needs little justification and presumably represents that part of research which the critics say should be retained

2. Some research enhances education in the long but not short term

1. It provides a background knowledge-base for policy makers and practitioners which can increase their practical wisdom 2. It provides a dispassionate critique of policies, which, although unpopular at the time, is always needed for improved policy in the next round. 3. It allows the exploration of imaginative possibilities even if they seem unrealistic. But reality always overtakes science fiction; likewise yesterday’s dreams can make for tomorrow’s realities. 4. It can thus extend the range of educational possibilities 5. Ultimately, it allows for a better understanding of teaching, learning and education

3. Helping the development of educational professionals

It can provide: 1. energisers of thought for educational lecturers and researchers, enhancing them as professionals 2. energisers of thought for student teachers and serving teachers enhancing them as professionals 3. reflective knowledge essential for professionals in the continuation of educational practices at all levels 4. It enables voices of researchers, teachers and students to be heard, which is an intrinsically good thing in a democracy 5. It develops the thinking and communication skills of researchers

4. Research provides an essential social critique which is necessary in a democracy