Research in education: What influence on policy and practice?

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

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Assessing the Quality of Education Research Through Its Relevance to Practice: An Integrative Review of Research-Practice Partnerships

Review of Research in Education ◽

10.3102/0091732x20985082 ◽

2021 ◽

Vol 45 (1) ◽

pp. 170-194

Author(s):

Richard O. Welsh

Keyword(s):

Education Research ◽

Research Quality ◽

Quality Of Education ◽

Research Practice ◽

Policy And Practice ◽

Quality Of Reporting ◽

Education Leaders ◽

Research In Education ◽

The Impact

The contemporary social, economic, and cultural conditions within and outside the academy prompt important questions about the role of research in education policy and practice. Scholars have framed research-practice partnerships (RPPs) as a strategy to promote evidence-based decision-making in education. In this chapter, I interrogate the notion that RPPs offer an insightful framework to consider how the quality of research can be measured through its use. The findings suggest that using RPPs to assess the quality of education research enhances the relevance to policy and practice as well as attention to the quality of reporting, and pivots from the preeminence of methodological quality. RPPs increase local education leaders’ access to research and bolster the use of research. RPPs may also strengthen the alignment between education research and the public good. Notwithstanding, employing RPPs as a vehicle to assess research quality has its challenges. Valuing the work of RPPs in academia is a work in progress. Building and sustaining an RPP is challenging, and there is still much to learn about the ways in which RPPs work and overcome obstacles. Assessing the impact of RPPs is also difficult. Future considerations are discussed.

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Editors' Introduction

FIRE Forum for International Research in Education ◽

10.18275/fire201401011007 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Alexander W. Wiseman ◽

C. C. Wolhuter

Keyword(s):

Education Research ◽

International Education ◽

Research Policy ◽

Educational Systems ◽

Evidence Based ◽

Policy And Practice ◽

Comparative And International Education ◽

Community Of Researchers ◽

Research In Education ◽

Interdisciplinary Scholarship

The inaugural issue of FIRE: Forum for International Research in Education begins a new chapter in the scholarly and professional discussion of comparative and international education research, policy, and practice. Comparative and international education research has become increasingly isolated from educational policymaking as well as school- and classroom-level decisionmaking as the amount and diversity of research in the field has grown. FIRE is an international, peer-reviewed publication, which seeks to bridge this gap by promoting interdisciplinary scholarship on the use of internationally comparative data for evidence-based and innovative change in educational systems, schools, and classrooms worldwide. FIRE provides an open source and widely accessible platform for disseminating research on education from multiple cultural, organizational and national perspectives. To introduce FIRE to the community of researchers, policymakers, and educators this introduction provides an overview of the journal

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Cross-Cultural and Multicultural Narrative Inquiry

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1170 ◽

2021 ◽

Author(s):

Candace Schlein ◽

Elaine Chan ◽

JoAnn Phillion

Keyword(s):

Narrative Inquiry ◽

Teaching And Learning ◽

School Experiences ◽

Cross Cultural ◽

Policy And Practice ◽

Multicultural Curriculum ◽

Teachers And Students ◽

Cultural Curriculum ◽

Research In Education ◽

Experiential Research

There is a need to move from a policy curricular perspective to a pragmatic orientation of the curriculum so that issues of teaching and learning may sharpen into focus in relation to learning interactions between teachers and students. An experiential perspective on the curriculum through narrative inquiry would contribute significantly to the existing literature. Further work highlighting students’ and teachers’ lives serves to underscore natural overlaps between cross-cultural and multicultural vantages on research in education. Narrative inquiry work in the areas of multicultural curriculum and cross-cultural curriculum are seminal for supporting a vision emphasizing experience. Data drawn from experiential research that combines multicultural curriculum and cross-cultural curriculum may inform policy and practice from a contextualized vantage. Narrative inquiries that adopt multicultural and cross-cultural lenses represent tremendous potential for extending educator professional development and enhancing understanding of students’ school experiences.

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Why Intelligence Is Missing from American Education Policy and Practice, and What Can Be Done About It

Journal of Intelligence ◽

10.3390/jintelligence8010002 ◽

2020 ◽

Vol 8 (1) ◽

pp. 2 ◽

Cited By ~ 3

Author(s):

Robert Maranto ◽

Jonathan Wai

Keyword(s):

Educational Leadership ◽

Education Policy ◽

Scientific Management ◽

Political Scientist ◽

Evidence Based ◽

Policy And Practice ◽

Modern Education ◽

Education Theory ◽

Research In Education ◽

K 12

To understand why education as a field has not incorporated intelligence, we must consider the field’s history and culture. Accordingly, in this cross-disciplinary collaboration between a political scientist who studies institutions and a psychologist who studies intelligence, we outline how the roots of contemporary American Educational Leadership as a field determine its contemporary avoidance of the concept of intelligence. Rooted in early 20th century progressivism and scientific management, Educational Leadership theory envisions professionally run schools as “Taylorist” factories with teaching and leadership largely standardized, prioritizing compliance over cognitive ability among educators. Further, the roots of modern education theory do not see the intelligence of students as largely malleable. Hence, prioritizing intelligence is viewed as elitist. For more than a century, these assumptions have impacted recruitment into education as a profession. We conclude with ideas about how to bring intelligence into mainstream schooling, within the existing K-12 education institutional context. We believe that better integration of intelligence and broader individual differences research in education policy and practice would lead to more rapid advances to finding evidence based solutions to help children.

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