This article proposes design-based action research as an addendum to large-scale educational research. Placing design-based research together with teachers' action research into one single method, this study takes a pragmatic approach in accordance with Dewey's (1938) philosophy on democratic change in education. Its participatory methodological framework includes stakeholders directly into the discourse about educational improvements and reforms. To make my claims substantial, I will elucidate why teachers' practical knowledge is of paramount importance for bridging the well-known gap between theory and practice. I will exemplify the constructed method with a research project exploring the potential of The Simpsons for bilingual Politics & Economics classes. I will argue that the overall approach I offer makes practical knowledge become scientific. Additionally, considerations for including design-based action research as a methodological pathway into teacher education are mentioned.
vysvětloval na schůzi pořádané Jednotou učitelskou "Komenský" pro Prahu a okolí dne 18. ledna 1902 František Tilšer., Text dopl. obr. jevu a bytu předmětů v prostoru a připojenou tabulkou soustavy písma kosmografického a podobiznou Isaaca Newtona (1642-1727)., KČSN., and Obsahuje bibl. odkazy a rejstřík
The first Noble Colleges were founded in the 17th and 18th centuries by Jesuits and Piarists as an extension of existing secondary schools with the aim of providing education for the sons of impoverished gentlefolk. In the context of the Counter-Reformation these institutions placed especial emphasis on religious education and the formation of moral and ethical values in their pupils. They were intended chiefly for Catholics of noble birth and Catholic converts who would otherwise have received no education because their parents could not afford it or had died young. After the accession of Marie Theresa and the introduction of new legislation (Articles 74/1715 and 70/1723), the state took charge of these establishments, and with them their scholars, their welfare and their upbringing. Religious education and rote-learning of a narrow curriculum was now supplemented by foreign languages (German, Hungarian and French) and other subjects (calligraphy, arithmetic and geography). In the latter half of the 18th century the Viennese court set up a number of noble academies, including several in Hungary where young Hungarian noblemen could acquire an education commensurate with their social standing. Under Marie Theresa’s system of royal scholarships many poor students from the middle and lower nobility were able to receive an education. During her reign scholarship places in the academies and noble colleges became an instrument of social policy used by senior civil servants as rewards for services rendered, thus ensuring a new generation of public officials indebted and loyal to the Viennese Court., Ingrid Kušniráková., and Obsahuje bibliografické odkazy