Researching Identities: Impact of the Performance-Base Research Fund on the Subject(s) of Education

Middleton, Sue

Researching Identities: Impact of the Performance-Base Research Fund on the Subject(s) of Education

dc.contributor.author	Middleton, Sue
dc.date.accessioned	2008-12-04T22:19:32Z
dc.date.available	2008-12-04T22:19:32Z
dc.date.issued	2006
dc.description.abstract	My argument begins by introducing key conceptual tools, applying them to the formative years of Education as a university subject. Second, I sketch a brief history of the subject in New Zealand in the 1980s and 1990s, emphasising its contradictory mandates as both academic and professional/clinical discipline. Third, I explore interviewees’ experiences and perspectives during and immediately after the quality evaluation process (Middleton, 2005a). The conclusion suggests ways the evaluation model might change to support (not penalise) Education’s dual mandate to enhance research capacity and outputs and to produce good practitioners for the teaching professions.	en_US
dc.format.mimetype	application/pdf
dc.identifier.citation	Middleton, S. (2006). Researching identities: Impact of the Performance-based Research Fund on the Subject(s) of Education. L. Bakker, J. Boston, L. Campbell & R. Smyth (Eds.). Evaluating the Performance-Based Research Fund: Framing the Debate. Wellington: Institute for Policy Studies, Victoria University of Wellington, pp. 477 - 500.	en_US
dc.identifier.uri	https://hdl.handle.net/10289/1532
dc.language.iso	en
dc.publisher	Institute of Policy Studies	en_NZ
dc.relation.isPartOf	Evaluating the Performace-Based Research Fund. Framing the Debate	en_NZ
dc.title	Researching Identities: Impact of the Performance-Base Research Fund on the Subject(s) of Education	en_US
dc.type	Chapter in Book	en_US
pubs.begin-page	477	en_NZ
pubs.elements-id	8549
pubs.end-page	500	en_NZ
pubs.place-of-publication	Wellington, New Zealand	en_NZ