NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1123484
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: N/A
The Many Forms of Research-Informed Practice: A Framework for Mapping Diversity
Ostinelli, Giorgio
European Journal of Teacher Education, v39 n5 p534-549 2016
This article investigates the interaction between educational research and practice in school systems, through a bi-dimensional framework. Forty-four papers were selected and analysed, and were grouped based on their pertinence to the categories: "system level" (macro-meso-micro) and "locus of need" (state-university-practitioner). The use of this framework proved to be useful for a more contextualised and fine-grained analysis of the various writings. It appears that, if educational research (ER) is to have a more significant impact on schools, various conditions have to be present: between others, pertinence of research, adequate resources, better fit between research and practitioners' needs, orientation to action, more effective interaction between tacit and rational knowledge and presence of consultants/advisors. What emerges also from several sources is the need to displace the centre of gravity of ER from academia to schools and classrooms, through an extended use of practitioner and action research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A