Mobilising research knowledge in education

2018 ◽

Vol 20 (3) ◽

pp. 265-281 ◽

Cited By ~ 3

Author(s):

Tamara Cumming ◽

Sandie Wong

Keyword(s):

Early Childhood ◽

Systems Theory ◽

Empirical Research ◽

Research Policy ◽

Well Being ◽

Ecological Systems ◽

Early Childhood Educators ◽

Policy And Practice ◽

Work Related ◽

Key Aspects

Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.

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The state of interventions to address substance-related disorders in South African workplaces: implications for research, policy, and practice

South African Journal of Psychology ◽

10.1177/0081246315583792 ◽

2015 ◽

Vol 45 (4) ◽

pp. 495-507 ◽

Cited By ~ 1

Author(s):

Nadine Harker Burnhams ◽

Charles DH Parry

Keyword(s):

South African ◽

Research Policy ◽

The State ◽

Policy And Practice ◽

Substance Related Disorders

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Ending the Reading Wars: Reading Acquisition From Novice to Expert

Psychological Science in the Public Interest ◽

10.1177/1529100618772271 ◽

2018 ◽

Vol 19 (1) ◽

pp. 5-51 ◽

Cited By ~ 133

Author(s):

Anne Castles ◽

Kathleen Rastle ◽

Kate Nation

Keyword(s):

Classroom Practice ◽

Text Comprehension ◽

Deep Understanding ◽

Reading Acquisition ◽

The State ◽

Public Understanding ◽

Policy And Practice ◽

Research Knowledge ◽

Learning To Read ◽

State Of Research

There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.

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Research–Policy Dialogues on Migrant Integration in Europe

Bridging the Gaps ◽

10.1093/oso/9780198834557.003.0003 ◽

2019 ◽

pp. 34-49

Author(s):

Han Entzinger ◽

Peter Scholten

Keyword(s):

Empirical Research ◽

Policy Making ◽

Research Policy ◽

Theoretical Framework ◽

Immigrant Integration ◽

Research Knowledge ◽

Migrant Integration ◽

The Relationship ◽

Over Time ◽

Research And Policy

This chapter analyses the relationship between research and policy-making on integration. Drawing on a large, cross-country, empirical research project conducted during 2011–2014 (the DIAMINT project), the chapter considers how research and policy-making in the field of migrant integration have developed over time, and how their relationship functions under the present conditions of strong politicization of the issue in Europe. The authors propose a theoretical framework that distinguishes between three aspects of research–policy dialogues in the domain of immigrant integration: dialogue structures—including the formal and informal arrangements created for the exchange and communication of knowledge and research; knowledge utilization—the cultures and practices of knowledge utilization in policy processes; and taking the perspective of researchers, knowledge production. The chapter considers—first theoretically and then empirically—how the increasing politicization of the issue of integration in Europe can affect the various dimensions of research–policy dialogues in different countries.

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International Journal of Educational and Scientific Research 2(10), 2019/ Chief Editor K. Kumpulainen /OEAPS Inc.(Open European Academy of Public Sciences). Vienna, Austria. 30.06.2019: OEAPS Inc., 2019. - 84 P. ISBN: 9781076966032

10.31219/osf.io/23v8z ◽

2019 ◽

Author(s):

Michele Loré ◽

Ulzhamilya Bibatyrovna Serikbayeva ◽

Zhanna Borisovna Erzhanova ◽

Александра Сергеевна Ращупкина ◽

Анастасия Андреевна Лескова ◽

...

Keyword(s):

Empirical Research ◽

Research Policy ◽

Peer Review Process ◽

Scientific Research ◽

Clear Understanding ◽

Policy And Practice ◽

High Quality ◽

Double Blind ◽

International Importance ◽

International Audience

The International Journal of Educational and Scientific Research publishes scientific manuscripts in the field of education. The work should be of high quality and contextual, which, in the opinion of the Editorial Board, is of interest to international readers. The goals and objectives of the journal are as follows:• Providing a journal that reports research on topics of international importance in educational contexts• Publication of high-quality manuscripts of international importance in terms of research and / or conclusions• Encourage collaboration with international groups of researchers who create special studies on these topics.What could be articles / special questions?Proposals for special issues and individual documents may be submitted on any modern educational topic of international interest. Reports on high-quality educational research involving any discipline and methodology are welcome. However, the purpose and scope of the journal is to ensure that it publishes high-quality research that could potentially communicate research, policy and practice outside the context in which the original work is conducted.The studies presented should not be comparative (in the sense of comparing aspects of education in different countries or cultures); The paper may report research conducted only in one place or in a cultural environment. Work can be carried out within any context or research paradigm. However, the journal tends to publish empirical research that is clearly relevant to an international audience. Therefore, the work should have the following functions:• Strong theoretical foundation• Clear understanding of critical literature on the subject• Strong research base and analysis• Critical analysis and recommendations for further research, policy and practice in the international contextWe will also welcome reports that report the results of empirical research, documents that provide critical reviews of literature on specific educational topics of international interest.Types of publicationThe International Journal of Educational and Scientific Research regularly publishes articles and special questions on specific topics of interest to an international audience of educational researchers.How are manuscripts evaluated?Documents (including on special issues) are subject to a peer review process using an international team of researchers who are experts in their respective fields. The reviewer is asked to assess the quality of the research, as well as the relevance and accessibility of the document to an international audience. The journal uses a double-blind review, that is, any reviewers can identify the author (s) of the manuscript.

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International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021 - 116 P.

10.31219/osf.io/kje6a ◽

2021 ◽

Author(s):

Rano Mukhtarovna Parkhatova ◽

Zhanna Borisovna Erzhanova ◽

Sahinat Dzhamaldinovna Imramzieva ◽

Ulzhamilya Bibatyrovna Serikbayeva ◽

Botakoz Nygmetovna Bekmasheva ◽

...

Keyword(s):

Empirical Research ◽

Research Policy ◽

Peer Review Process ◽

Scientific Research ◽

Clear Understanding ◽

Policy And Practice ◽

High Quality ◽

Double Blind ◽

International Importance ◽

International Audience

The International Journal of Educational and Scientific Research publishes scientific manuscripts in the field of education. The work should be of high quality and contextual, which, in the opinion of the Editorial Board, is of interest to international readers. The goals and objectives of the journal are as follows:• Providing a journal that reports research on topics of international importance in educational contexts• Publication of high-quality manuscripts of international importance in terms of research and / or conclusions• Encourage collaboration with international groups of researchers who create special studies on these topics.What could be articles / special questions?Proposals for special issues and individual documents may be submitted on any modern educational topic of international interest. Reports on high-quality educational research involving any discipline and methodology are welcome. However, the purpose and scope of the journal is to ensure that it publishes high-quality research that could potentially communicate research, policy and practice outside the context in which the original work is conducted.The studies presented should not be comparative (in the sense of comparing aspects of education in different countries or cultures); The paper may report research conducted only in one place or in a cultural environment. Work can be carried out within any context or research paradigm. However, the journal tends to publish empirical research that is clearly relevant to an international audience. Therefore, the work should have the following functions:• Strong theoretical foundation• Clear understanding of critical literature on the subject• Strong research base and analysis• Critical analysis and recommendations for further research, policy and practice in the international contextWe will also welcome reports that report the results of empirical research, documents that provide critical reviews of literature on specific educational topics of international interest.Types of publicationThe International Journal of Educational and Scientific Research regularly publishes articles and special questions on specific topics of interest to an international audience of educational researchers.How are manuscripts evaluated?Documents (including on special issues) are subject to a peer review process using an international team of researchers who are experts in their respective fields. The reviewer is asked to assess the quality of the research, as well as the relevance and accessibility of the document to an international audience. The journal uses a double-blind review, that is, any reviewers can identify the author (s) of the manuscript.

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