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Autor/inn/enCain, Tim; Allan, David
TitelThe Invisible Impact of Educational Research
QuelleIn: Oxford Review of Education, 43 (2017) 6, S.718-732 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-4985
DOI10.1080/03054985.2017.1316252
SchlagwörterEducational Research; Research Utilization; Researchers; Case Studies; Content Analysis; Coding; Qualitative Research; Teachers; Foreign Countries; Theory Practice Relationship; United Kingdom
AbstractAlthough there are policy calls for educational research to discover "what works" and thereby inform decision making directly, the research literature argues instead for research to have a "conceptual" impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK's research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is "invisible" to education practitioners because it is embedded in educational policies, technologies, and services. This "invisible use" is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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