ERIC Number: EJ1220405
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2227-7102
EISSN: N/A
School-University Links for Evidence-Informed Practice
Education Sciences, v9 Article 97 2019
A range of studies has identified barriers to evidence-informed practice in schools, many of which recommend school-university links as a means for removing these barriers. In England, public policy also promotes school-university partnerships, which expects these to have benefits for both schools and universities. Secondary analysis of data from five qualitative research projects reveals that school-university links are formed around activities, including postgraduate degrees, research projects and evaluations, Teacher Research projects, research dissemination conferences and seminars, Initial Teacher Education, research-informed Continuous Professional Development (CPD), and bidding for funding. Although, superficially, these activities might seem to enable more and better, evidence-informed practice in schools, school-university links are founded on activities that are declining, those that are short-term, and those that heavily rely on the enthusiasm of a few people. This paper concludes by offering suggestions for improving school-university links, so as to enable research to better inform practice.
Descriptors: College School Cooperation, Partnerships in Education, Evidence Based Practice, Barriers, Foreign Countries, Research Projects, Educational Assessment, Doctoral Degrees, Research Utilization, Information Dissemination, Preservice Teacher Education, Faculty Development, Bids, Educational Finance
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A