5.15-7.00 1WN 3.8, 26/02/08

I'm hoping that Moira Laidlaw will be able to join us, via a video-link. Moira has been a great help to practitioner-researchers and I'm hoping that she will respond to your draft writings if you would like her to.

After we've caught up with each other's news of the week I'm hoping Ros, that you'll have a complete draft (or even the final writing to hand in for your latest enquiry). Claire, I liked the way you have engaged with the briefing reports of the Primary Education Review and integrated the multi-media into your visual narrative. Amy, let's think about submitting your writings on, How have my experiences of Year 2 SAT's influenced my perceptions of assessment in teaching and learning? to the primary education review. Joy – great to see you on Thursday evening and because of staff meeting commitments, the Thursday evening session does seem more convenient. Louise – if you could write down a paragraph or two about the experiences of the sunset photos and the taxi driver, I'd like to include these in paper I'm preparing for a Conference in Manchester on Cultures in Resistance. Sue – if you've made any headway with your paper for this conference, or the autobiographical writings do bring them along if you would like to share them.

On Tuesday evening, I'll bring the video of an hour of Marie's transfer seminar, in quicktime format, to see if you like the use of this kind of data, with the cursor moving in seconds to cover an hour in real time, to distinguish the expression of an individual's values and to place him/her in the living boundary of cultures in resistance – this is the idea I'd like to introduce you to.

I'll introduce the idea of generating our living educational theories in the living boundaries of cultures in resistance, to see if you like the explanatory power of the idea of cultures in resistance in explanations of y/our educational influences. One of the reasons I like Amy's writings about Year 2 SATS is that Amy's experiences and responses can be understood as existing in the living boundaries of a dominant culture that is imposing SATs, and of a professional culture that is seeking to respond to the educational needs of both pupils and educators.

You might be fed up with the frequency with which I mention the importance of e-journals!! I'm doing it once more!

ACCESSING E-JOURNALS WITH YOUR USERNAME AND PASSWORD

I produced this information for a group of doctoral researchers and I'm hoping you will explore the first item on accessing the e-journals, including the work of Eliott Eisner at:

http://people.bath.ac.uk/edsajw/arsup.shtml

My hope is that everyone is now registered for the library and that you have your username and password. You could check your access by finding Kathy Carter's 1993 paper on the use of story in educational research. I'm not thinking you will have read the three papers by Eliott Eisner – 1988, 93, 97 (these are also all in his 2005 book on Re-imagining Schools). The papers are all in the journal called Educational Researcher and all I'd like you to do is to see if you can easily access papers in this journal.

I know that the timings of your submissions vary with the pressure of school business and homelife. We are getting to the beginning of March and this is the time when we've submitted writings and moved on to the next enquiry/unit.

If you want to refresh your memories of the curriculum statements for an Educational Enquiry, Research Methods in Education, Understanding Learners and Learning and Gifts and Talents in Education, together with the Criteria for Assessment of the units just go to the bottom of the page of the Action Planner on the front page of http://www.actionresearch.net or directly to:

http://www.actionresearch.net/writings/jack/arplanner.htm

Love Jack.