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Importance and impotence? Learning, outcomes and research in further education

James, David 2005. Importance and impotence? Learning, outcomes and research in further education. Curriculum Journal 16 (1) , pp. 83-96. 10.1080/0958517042000336827

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Abstract

One of the defining features of the Teaching and Learning Research Programme is that it ‘aims to improve outcomes for learners of all ages in teaching and learning contexts across the UK’. This article argues that, although it is possible to use the terms outcomes for learners and learning outcomes interchangeably, they have an important difference in connotation. Particular meanings of the latter term are dominant within the Further Education sector. Some insight from analysis in the TLRP project Transforming Learning Cultures in Further Education is presented to illustrate this difference and to underline the necessity for educational research to engage critically with both outcomes for learners and learning outcomes if it is to provide knowledge with a practical application.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
Publisher: Taylor and Francis
ISSN: 0958-5176
Funders: ESRC
Last Modified: 04 Jun 2017 07:59
URI: http://orca.cf.ac.uk/id/eprint/71084

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