METHODOLOGICAL CONSIDERATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH

Previous articleNext article No AccessA Proposal for Evaluation in the Teaching ProfessionLinda Darling-HammondLinda Darling-Hammond Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 86, Number 4Mar., 1986Special Issue: Policy Initiatives for Developing a Teaching Profession Article DOIhttps://doi.org/10.1086/461466 Views: 24Total views on this site Citations: 30Citations are reported from Crossref Copyright 1986 The University of ChicagoPDF download Crossref reports the following articles citing this article:Luis A. Rodriguez, Karin Gegenheimer, Matthew G. Springer An Examination of Tenure and Teacher Perceptions of Evaluation: Evidence from Tennessee, Journal of Education Human Resources 74 (Mar 2022).https://doi.org/10.3138/jehr-2021-0050John L. Lane Teacher Evaluation Policy Enactment: Understanding the Relationship among Principal Characteristics, Teacher Perspectives, and Institutional Environments, Leadership and Policy in Schools 38 (Oct 2021): 1–18.https://doi.org/10.1080/15700763.2021.1983846Craig De Voto, Michael K. Thomas Cultural sensemaking and the implementation of edTPA technological tools: lessons for the field, Educational Technology Research and Development 68, no.55 (Jan 2020): 2729–2751.https://doi.org/10.1007/s11423-019-09732-wJelena Davidović-Rakić, Senka Kostić Attitudes of university lecturers towards students' evaluation of the teaching process, Зборник радова Филозофског факултета у Приштини 49, no.22 (Jan 2019): 189–204.https://doi.org/10.5937/ZRFFP49-21290Gary Ritter, Julie Trivitt, Leesa Foreman, Corey DeAngelis, George Denny PROTOCOL: Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review, Campbell Systematic Reviews 12, no.11 (Feb 2016): 1–37.https://doi.org/10.1002/CL2.166Maria Kaparou, Tony Bush Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools, School Leadership & Management 35, no.33 (Jun 2015): 321–345.https://doi.org/10.1080/13632434.2015.1041489Judith Haymore Sandholtz, Lauren M. Shea Predicting Performance, Journal of Teacher Education 63, no.11 (Jan 2012): 39–50.https://doi.org/10.1177/0022487111421175J. Patrick Meyer, Anne H. Cash, Andrew Mashburn Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis, Educational Assessment 16, no.44 (Dec 2011): 227–243.https://doi.org/10.1080/10627197.2011.638884Monday T. Joshua, Akon M. Joshua, Bassey A. Bassey, Idorenyin M. Akubuiro Attitude of Nigerian secondary school teachers to peer evaluation of teachers, Teacher Development 10, no.33 (Nov 2006): 331–341.https://doi.org/10.1080/13664530600922161Bruce Torff, David N. Sessions Principals' Perceptions of the Causes of Teacher Ineffectiveness., Journal of Educational Psychology 97, no.44 (Jan 2005): 530–537.https://doi.org/10.1037/0022-0663.97.4.530Arnetha F. Ball Chapter 3: Three Decades of Research on Classroom Life: Illuminating the Classroom Communicative Lives of America’s At-Risk Students, Review of Research in Education 26, no.11 (Jun 2016): 71–111.https://doi.org/10.3102/0091732X026001071Arnetha F Ball Preparing teachers for diversity: lessons learned from the US and South Africa, Teaching and Teacher Education 16, no.44 (May 2000): 491–509.https://doi.org/10.1016/S0742-051X(00)00007-XRod Chadbourne, Lawrence Ingv Arson Self-managing schools and professional community: The professional recognition program in Victoria’s schools of the future, The Australian Educational Researcher 25, no.22 (Aug 1998): 61–93.https://doi.org/10.1007/BF03219673Lawrence Ingvarson Teaching Standards: Foundations for Professional Development Reform, (Jan 1998): 1006–1031.https://doi.org/10.1007/978-94-011-4944-0_48Allan Walker, Kenneth Stott Making Induction a Coherent Developmental Process: Insights from England, Hong Kong and Singapore, Asia Pacific Journal of Education 18, no.22 (Aug 2006): 52–63.https://doi.org/10.1080/0218879980180206Lawrence Ingvarson, John Loughran Loose connections: The context of science teachers' work, Research in Science Education 27, no.11 (Mar 1997): 1–24.https://doi.org/10.1007/BF02463029Ladd Smith, Bill Shreeve Reshaping Teacher Evaluation: Promoting Teacher Involvement to Effective Evaluation, Early Child Development and Care 132, no.11 (Jan 1997): 115–121.https://doi.org/10.1080/030044397013201010Eric A. Covino, Edward F. Iwanicki Experienced teachers: Their constructs of effective teaching, Journal of Personnel Evaluation in Education 10, no.44 (Dec 1996): 325–363.https://doi.org/10.1007/BF00125499Joanne MacLean, Dorothy Zakrajsek Factors Considered Important for Evaluating Canadian University Athletic Coaches, Journal of Sport Management 10, no.44 (Oct 1996): 446–462.https://doi.org/10.1123/jsm.10.4.446Ben Wilson, James A. Wood Teacher evaluation: A national dilemma, Journal of Personnel Evaluation in Education 10, no.11 (Mar 1996): 75–82.https://doi.org/10.1007/BF00139470Peter Tomlinson Can Competence Profiling Work for Effective Teacher Preparation? Part I: general issues, Oxford Review of Education 21, no.22 (Jul 2006): 179–194.https://doi.org/10.1080/0305498950210204Harm Tillema Making professionalism visible: Who is holding the mirror?, Teaching and Teacher Education 10, no.44 (Jul 1994): 461–464.https://doi.org/10.1016/0742-051X(94)90026-4Suzanne M. Wilson, Samuel S. Wineburg Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers, American Educational Research Journal 30, no.44 (Jun 2016): 729–769.https://doi.org/10.3102/00028312030004729 Bruce E. Henson , and Peter M. Hall Linking Performance Evaluation and Career Ladder Programs: Reactions of Teachers and Principals in One District, The Elementary School Journal 93, no.44 (Oct 2015): 323–353.https://doi.org/10.1086/461728Howard Ebmeier, Ronald Jenkins, George Crawford The predictive validity of student evaluations in the identification of meritorious teachers, Journal of Personnel Evaluation in Education 4, no.44 (Apr 1991): 341–357.https://doi.org/10.1007/BF00141441Edward H. Haertel Chapter 1: New Forms of Teacher Assessment, Review of Research in Education 17, no.11 (Jun 2016): 3–29.https://doi.org/10.3102/0091732X017001003Andy Hargreaves, Ruth Dawe Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching, Teaching and Teacher Education 6, no.33 (Jan 1990): 227–241.https://doi.org/10.1016/0742-051X(90)90015-WSharon C. Conley Reforming Paper Pushers and Avoiding Free Agents: The Teacher as a Constrained Decision Maker, Educational Administration Quarterly 24, no.44 (Nov 1988): 393–404.https://doi.org/10.1177/0013161X88024004005Lawrence Ingvarson Teaching Standards: Foundations for Professional Development Reform, (): 336–361.https://doi.org/10.1007/1-4020-4454-2_17Sam Wineburg Chapter 5 The role of subject-matter knowledge in teacher assessment, (): 113–138.https://doi.org/10.1016/S1474-7863(07)11005-X

Previous articleNext article No AccessA New Use of Randomization in Experimental Curriculum EvaluationHerbert J. Walberg and Wayne W. WelchHerbert J. Walberg Search for more articles by this author and Wayne W. Welch Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 75, Number 4Winter, 1967 Article DOIhttps://doi.org/10.1086/442821 Views: 3Total views on this site Citations: 26Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1967 University of ChicagoPDF download Crossref reports the following articles citing this article:Joy Cumming, Adrian Coulston, John Elkins Planning for incomplete data collection in educational research, Research Papers in Education 2, no.11 (Jul 2006): 31–46.https://doi.org/10.1080/0267152870020103Barry J. Fraser Learning environment in curriculum evaluation: A review, Evaluation in Education 5, no.11 (Jan 1981): 1–93.https://doi.org/10.1016/0191-765X(81)90014-8VICTOR L. WILLSON Research Techniques in AERJ Articles: 1969 to 1978, Educational Researcher 9, no.66 (Jul 2016): 5–10.https://doi.org/10.3102/0013189X009006005Frances Lawrenz The stability of student perception of the classroom learning environment, Journal of Research in Science Teaching 14, no.11 (Jan 1977): 77–81.https://doi.org/10.1002/tea.3660140113Frances Lawrenz Student perception of the classroom learning environment in biology, chemistry, and physics courses, Journal of Research in Science Teaching 13, no.44 (Jul 1976): 315–323.https://doi.org/10.1002/tea.3660130405William H. Ward A test of the association of class size to students' attitudes toward science, Journal of Research in Science Teaching 13, no.22 (Mar 1976): 137–143.https://doi.org/10.1002/tea.3660130206Frances Lawrenz The relationship between science teacher characteristics and student achievement and attitude, Journal of Research in Science Teaching 12, no.44 (Oct 1975): 433–437.https://doi.org/10.1002/tea.3660120415Wayne W. Welch The process of evaluation, Journal of Research in Science Teaching 11, no.33 (Sep 1974): 175–184.https://doi.org/10.1002/tea.3660110303Wayne W. Welch Review of the research and evaluation program of harvard project physics, Journal of Research in Science Teaching 10, no.44 (Dec 1973): 365–378.https://doi.org/10.1002/tea.3660100411Wayne W. Welch, Arlen R. Gullickson A Strategy for Evaluating the NSF Comprehensive Program for Teacher Education, School Science and Mathematics 73, no.99 (Dec 1973): 759–767.https://doi.org/10.1111/j.1949-8594.1973.tb09166.xBikkar S. Randhawa, Lewis L. W. Fu Assessment and Effect of Some Classroom Environment Variables, Review of Educational Research 43, no.33 (Jun 2016): 303–321.https://doi.org/10.3102/00346543043003303Wayne W. Welch, Herbert J. Walberg A National Experiment in Curriculum Evaluation, American Educational Research Journal 9, no.33 (Jun 2016): 373–383.https://doi.org/10.3102/00028312009003373Gary J. Anderson Effects of Course Content and Teacher Sex on the Social Climate of Learning, American Educational Research Journal 8, no.44 (Jun 2016): 649–663.https://doi.org/10.3102/00028312008004649Wayne W. Welch, Herbert J Walberg Pretest and Sensitization Effects in Curriculum Evaluation, American Educational Research Journal 7, no.44 (Jun 2016): 605–614.https://doi.org/10.3102/00028312007004605Gary J. Anderson Effects of Classroom Social Climate on Individual Learning, American Educational Research Journal 7, no.22 (Jun 2016): 135–152.https://doi.org/10.3102/00028312007002135Herbert J. Walberg, Andrew Ahlgren Predictors of the Social Environment of Learning, American Educational Research Journal 7, no.22 (Jun 2016): 153–167.https://doi.org/10.3102/00028312007002153Herbert J. Walberg Predicting Class Learning An Approach to the Class as a Social System, American Educational Research Journal 6, no.44 (Jun 2016): 529–542.https://doi.org/10.3102/00028312006004529Herbert J. Walberg Class Size and the Social Environment of Learning, Human Relations 22, no.55 (Oct 1969): 465–475.https://doi.org/10.1177/001872676902200507Wayne W. Welch 4: Curriculum Evaluation, Review of Educational Research 39, no.44 (Jun 2016): 429–443.https://doi.org/10.3102/00346543039004429Herbert J. Walberg, Wayne W. Welch, Arthur I. Rothman Teacher heterosexuality and student learning, Psychology in the Schools 6, no.33 (Jul 1969): 258–266.https://doi.org/10.1002/1520-6807(196907)6:3<258::AID-PITS2310060307>3.0.CO;2-KRobert L. Baker 4: Curriculum Evaluation, Review of Educational Research 39, no.33 (Jun 2016): 339–358.https://doi.org/10.3102/00346543039003339Gary J. Anderson, Herbert J. Walberg, Wayne W. Welch Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions, American Educational Research Journal 6, no.33 (Jun 2016): 315–328.https://doi.org/10.3102/00028312006003315Wayne W. Welch Correlates of courses satisfaction in high school physics, Journal of Research in Science Teaching 6, no.11 (Mar 1969): 54–58.https://doi.org/10.1002/tea.3660060112Wayne W. Welch, Herbert J. Walberg, Andrew Ahlgren The Selection of a National Random Sample of Teachers for Experimental Curriculum Evaluation, School Science and Mathematics 69, no.33 (Mar 2010): 210–216.https://doi.org/10.1111/j.1949-8594.1969.tb08443.xHERBERT J. WALBERG, GARY J. ANDERSON The Achievement-Creativity Dimension and Classroom Climate*, The Journal of Creative Behavior 2, no.44 (Dec 2011): 281–291.https://doi.org/10.1002/j.2162-6057.1968.tb00118.xWayne W. Welch, Robert G. Bridgham Physics Achievement Gains as a Function of Teaching Duration*, School Science and Mathematics 68, no.55 (Mar 2010): 449–454.https://doi.org/10.1111/j.1949-8594.1968.tb15413.x

Children's Mathematics Learning: The Struggle to Link Form and Understanding

The demand for scientifically-based educational research has fostered a new methodological orthodoxy exemplified by documents such as the National Research Council's Scientific Research in Education and Advancing Scientific Research in Education and American Educational Research Association's Standards for Reporting on Empirical Social Science Research in AERA Journals. This article criticizes the new orthodoxy as being a throwback to positivist reductionism and the “two dogmas” of educational research: the quantitative/ qualitative incompatibility thesis and fact/value dichotomy. It then criticizes the new orthodoxy for fostering a “third dogma” of educational research cut from the same cloth as the first two: the empirical science/humanities dualism. The article advances the view that no fundamental epistemological dividing line can be drawn between the empirical sciences and the humanities and that, accordingly, empirical research in education should not be cordoned off from the humanities, particularly their focus on values. It concludes with several observations about the problems and prospects for interdisciplinary research in education across the empirical science/humanities divide.

The job analysis study described in this report was conducted to serve as one of the oases for documenting the content validity of the Praxis II: Subject Assessment in Elementary Education, one of a series of assessments for beginning teachers being developed by the Educational Testing Service. Two inventories of knowledge elementary school teachers need to teach the elementary school curriculum were constructed through an iterative process by a national group of teachers, teacher educators, and administrators. Form 1 covered content area and Form 2 detailed pedagogy specific to the areas most often taugr.:. Each inventory was sent to 510 teachers, 255 teacher educators, and 52 state administrators across the country. A cutpoint was set to differentiate important and unimportant knowledge, and three types of analysis of survey responses were conducted. Without qualifications, 72% of the Form 1 knowledge statements and 82% of the Form 2 statements may be used to develop test specifications. Fifteen tables present survey re-ults. Thirteen appendixes provide supplemental details about the survey including: demographic characte-istics of respondents, means by job category, and knowledge statements rated less than 2.50 by relevant subgroups for Forms 1 and 2. (Contains 13 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** LL1 M.YJS SERIES Professional Assessments for Beginning Teachers' Beginning Teacher Knowledge of Education in the Elementary School: A National Survey Anne Reynolds Richard J. Tannenbaum Michael Rosenfeld

Scientists are becoming increasingly aware of the need to approach their teaching with the same expectations for evidence that they use in their science. They are coming to recognize that, just as in science research, research on undergraduate science education has a literature as well as standards for practice. I (M.L.L.) am a recent convert to this way of thinking. I taught for 30 years using mostly a lecture style and believed myself quite revolutionary when I used projected images to make cell biological points in class. I now teach using the results of discipline-based education research (DBER) and do my best to use instructional strategies that are demonstrated to improve student learning.

School Reform: The District Policy Implications of the Effective Schools Literature

In this paper, a review of journal articles containing South African research in mathematics and science education in the 2000–2006 period is undertaken, and used to identify significant clusters of research interest on the one hand and areas of under-representation of research on the other. In mathematics education, significant clusters were found relating to: questions of relevance, language issues, mathematics teaching and learning, and mathematics teacher education. In science education, specific clusters of research focused on: tertiary science teaching and learning, school level science teaching and learning, and relevance issues focused on the nature of science and indigenous knowledge systems. Our classification of articles highlighted the paucity of research at the primary level, in rural contexts, and dealing with issues related to language use in multilingual classrooms. Our overview of articles also provided examples of research that linked the issues arising within specific clusters, and considered the consequences of these linked issues for teaching and learning. We conclude by noting examples of research findings within our review that have impacted on policy and practice, and point also to areas where further research appears necessary.

Objectives This study examined the educational policy research based on the theory of new institutionalism and analyzed the trend of educational policy research applying the new institutionalism perspective from 2013 to 2021 to provide the direction of future educational policy research. Methods For this purpose, 58 studies using the new institutionalism perspective were selected as the subjects of analysis through three stages of literature research method and the trends were analyzed by opening related research materials. In the first stage, the analysis criteria were selected by examining the preceding studies related to the trend of education policy research applying new institutionalism. In the second stage, the related papers were investigated with the keywords ‘new institutionalism’ and ‘education’, and then the educational policy research materials were classified according to the analysis criteria. In the third stage, each research was analyzed according to the analysis area and standards. Results As a result of the study, educational policy research applying the theory and concept of new institutionalism has been actively conducted so far, and there have been many studies using integrated analysis frameworks emphasizing interest in institutional change and the role of actors. In terms of research topics, 58 papers from 2013 to 2021 were conducted evenly in the whole of educational policy studies based on new institutionalism. In terms of research methods, educational policy research has been conducted mainly on literature research, and qualitative research has gradually increased since 2013, but the proportion of quantitative research and mixed research has been relatively low. Conclusions The new institutionalism theory can be a useful approach to analyze educational policy, and it can increase the explanation power of the theory if it is applied to the education policy research after highlighting the issues of the analysis theory by grasping the issues and limitations of the theory.

I shall attempt to demonstrate here that the general categories of hermeneutics can be applied just as well to the natural sciences as to the humanities, and I shall explore the implications of this demonstration for both types of disciplines. In doing so, it will be necessary for me to raise some unfashionable issues about the objectivity and rationality of critical interpretations, and, as a result, I may appear to be cast in the role of advocatus diaboli. The value of lowering the critical barriers that have been set up between the human and natural sciences, however, will outweigh any incidental paradoxes that may crop up en route.

This paper discusses the functional orientation of the district educational science research management. The term “district educational science research management” refers to the management of the research on basic education at district and county level. The author examined the nature of the management on educational research. The problems and challenges of managing the educational research at district and county level are discussed in this paper. Based on the understanding of the rationale and level of the district educational research management in the system of Chinese education research institutes, the author proposed six functions of the district educational research management which could be presented as follows: the function of leadership and policy-making, the function of organization and coordination, the function of monitor and assessment on educational research, the function of instruction and support to educational research, the function of academic research and communication, the function of preservation and query of educational research data.

This chapter reviews social justice research in science education, focusing on the developmental trajectory and theories of method that drive the research. I address the following questions in this review: What are some of the trends in social justice citations? What methodologies are employed in social justice research in science education? What are the epistemological, ontological, catalytic, and tactical assumptions embedded in the research methodologies? What are the implications for future research in social justice in science education? After an analysis of trends, I discuss early framing of social justice in science education research. Then, I review five studies, focusing on the authors’ social and theoretical positioning and on ways in which critical methodologies blend scholarship and activism. I conclude with several implications for future social justice research in science education.

Even though humanity faces grand challenges, including climate change, sustainability of the planet and its resources, and well-being of humans and other species, for the past 60 years science educators have been preoccupied with much the same priorities. Adherence to the tenets of crypto-positivism creates problems for research in the social sciences (e.g., over reliance on statistical analyses leads to oversimplified models that strip away context and are reductive). Hypotheses and associated statistical tests support causal models that rarely predict social conduct or blaze pathways for meaningful transformation. In contrast to the mainstream of research in science education, I advocate a multilogical methodology that embraces incommensurability, polysemia, subjectivity, and polyphonia as a means of preserving the integrity and potential of knowledge systems to generate and maintain disparate perspectives, outcomes, and implications for practice. In such a multilogical model, power discourses such as Western medicine carry no greater weight than complementary knowledge systems that may have been marginalized in a social world in which monosemia is dominant. I describe research methodologies that have the potential to transform science education and our ongoing research in urban science education. I show how our research evolved to include studies of science for literate citizenry – expanding foci to address birth through death and all settings in which learning occurs – not just schools. Our research aims to be transformative since it includes interventions developed to use what we learned from research to ameliorate intense emotions, improve learning, and enhance the well-being of participants. I explain how we incorporated Jin Shin Jyutsu, a complementary medical knowledge system, to ameliorate intense emotions, become mindful, and improve well-being of participants. I also address research on meditation and mindfulness and their potential to improve learning, emotional styles, and wellness. In a final section I address three of the most important questions raised by colleagues, including scholars from Asia, as I exhort science educators to address grand challenges that threaten the Earth and its social institutions – the alternatives are catastrophic.

This chapter reviews the current research on conceptual change in science education. The review includes research located in the DoRise system (Database of Research in Science Education) in Taiwan and articles published in selected international science education journals (Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Research in Science Education, and International Journal of Science and Mathematics Education) between 1982 and 2012. Three hundred and eighty-three articles in the international journals (including 26 English papers from researchers in Taiwan) and eighty-six articles from Taiwan were analyzed (60 and 26 articles from Taiwanese and international journals, respectively). There are five major findings. First, most of the research follows the empirical approach, regardless of it being an international or national article. Second, physics was the main discipline examined both in the international and national studies. Third, about two thirds of the studies from outside of Taiwan used epistemological perspective to frame and present their study. A similar percentage of articles investigated the instructional perspective whereas nearly two thirds of the Taiwanese articles investigated the instructional perspective and only 28 % followed the epistemological perspective. Fourth, as for the research method, we found that qualitative data analysis was ranked first among all the methods we investigated whereas Taiwan appeared to integrate both quantitative and qualitative methods. Fifth, as expected, high percentages of published researchers were from English-speaking countries (i.e., the USA, Australia, and the UK). Taiwan was ranked third out of 31 countries with respect to the number of publications in this study from 1982 to 2012 but was the first non-English-speaking country. Recommendations for researchers and educators are provided.

À medida que pesquisadores anunciam uma difusão do pensamento de Michel Foucault na educação, também demonstram uma preocupação com os usos desse referencial. Nesse sentido, nos interessa saber como a educação em ciências e matemática, área do conhecimento que tangencia a educação, repercute as ideias do autor. Este trabalho teve como objetivo mapear as pesquisas em educação em ciências e matemática que desenvolvem os conceitos de Michel Foucault e descrever como o trabalho do autor tem sido utilizado na área. Para isso, nos concentramos nos periódicos da área de Ensino, classificados nos estratos A1 e A2, de acordo com o sistema Qualis-CAPES. Selecionamos 26 revistas que tinham como foco a educação em ciências e matemática (n=17) ou a educação de forma mais abrangente (n=9). Buscamos, nos volumes publicados entre 1990 e 2016, todos os artigos que citaram ao menos uma vez uma obra de Michel Foucault e classificamos os textos de acordo com a sua aproximação da obra foucaultiana, em três diferentes abordagens: apropriação incidental, conceitual tópica ou do modo de trabalho. A análise foi realizada em dois momentos: um em que efetuamos um sobrevoo nos dados dos 238 artigos que fizeram uma apropriação do modo de trabalho foucaultiano e outro em que selecionamos 18 textos específicos da área, por meio de palavras-chave relacionadas ao ensino de ciências e matemática, para investigar com maior profundidade os usos desse referencial pelos pesquisadores da área. Sustentamos que há uma difusão de pesquisas na área que operam o modo de trabalho foucaultiano, sobretudo a partir dos anos 2000. A apropriação teórica e metodológica de Foucault encontrada nos artigos se aproxima mais dos procedimentos da análise do discurso, todavia percebemos uma restrição no uso das fontes empíricas. Os autores utilizam o pensamento foucaultiano, em grande parte, como uma ferramenta metodológica e para realizar críticas de segunda ordem, investindo sobre as ideais e práticas já consolidadas na área.