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ERIC Number: ED256002
Record Type: RIE
Publication Date: 1985
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Educational Research: Dissemination, Participation, Negotiation.
Hoyle, Eric
Dissemination of educational knowledge to practitioners can best be improved by creating contexts in which practitioners are able to participate in the research and in the interpretation of the knowledge gained through the research. It is noted that the distinctions between researchers and practitioners are beginning to break down, largely as a result of technological, epistemological, and professional factors. These factors include improved access to computerized data, challenges to the notion that knowledge is objective and neutral, and new concepts of the relationships between theory and professional practice. The knowledge utilization movement further blurs distinctions between researchers and practitioners by treating research results as just part of a system of factors affecting the knowledge that practitioners apply to any particular problem. Five research styles are identified that serve different functions and involve practitioners in varying degrees; action research, which involves practitioners most centrally, is becoming increasingly popular. The chapter concludes with a discussion of ways in which research and practice can be and have been combined to encourage the kinds of cooperation between researchers and practitioners advocated in this report. (PGD)
Not available separately; see EA 017 423.
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Knowledge Utilization; Theory Practice Relationship
Note: In: Research, Policy and Practice. World Yearbook of Education 1985. New York, Nichols Publishing Company, 1985. p203-17, (EA 017 423).