Achieving evidence-informed policy and practice in education : EvidencED / Chris Brown (University of Portsmouth).
Material type:
TextPublisher: Emerald Publishing Limited, Description: 1 online resource (xi, 197 pages)ISBN: 9781787436404Subject(s): Education -- Research | Education and state -- ResearchAdditional physical formats: No titleDDC classification: 370.72 LOC classification: LB1028 | .A24 2017Online resources: Click here to access online Summary: The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.
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| LB1027.28 .D47 2005 Récits exemplaires de pratique enseignante | LB1027.3 I56 2016 Innovation and entrepreneurship in education / | LB1027.4 .L47 2019 Lesson study in initial teacher education : | LB1028 .A24 2017 Achieving evidence-informed policy and practice in education : | LB1028 .C76 2017 Crossroads of the classroom / | LB1028 .D43 2018 Decentering the researcher in intimate scholarship : | LB1028 .D47 2017 Design of technology-enhanced learning : |
Includes index.
Includes bibliographical references.
The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.
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