Jiggery-pokery method

Last Wednesday (8 April) I was at UoW for the Research Students’ Seminar session .. and next Friday (17 April) I will be there again for the Colloquium.

The presentation was working with teacher knowledge -“Exploring the ways primary school teachers conceptualise authentic learning tasks in their classrooms” (Jessica Mantei)

Part of the presentation was spelling out ‘design-based research approach’ which appears to be the preferred mode for practice knowledge work (Tony Herrington, et al).

I am still working on understanding the relationship of this to reflective practice, or action research, or self-study, or mixed methods.

Here is how I see where Kressel fits into the picture for me:

The question of nomenclature I resolved in the end with iconoclasm: to go with my whirligig theoretical framework, I probably have a jiggery-pokery methodology.

For jiggery-pokery my current ‘best’ picture is:

and seeing this, this way, suggests it is time to do some more work on visualising …

talk about madness in my method!

.. there and everywhere

Yes, I have a presence elsewhere .. many of them in fact .. now for which one first and why …

longest standing blog and action learning process focus

latest challenge to apply action learning/ reflective research

adding the socialising component for those where this is vital

for professional interests and weblinking

for access to my wider writing and authored resources

for access to my academic resources and connections

for the thesis

and yes, some of these links will prove to be circular .. which reminds me … I need to add this spot to other spots … have I got my 3M theory of model operating yet?  is it serendipitous 4ME?, and, if so, what is my insight?  It has the rather navelly look of my whirligig theoretical frame … appropriate for complex reflexivity? .. promising to tie me right up in knots? … Gordian where art thou?

Whirligig theoretical framework