scholarly journals Editors' Introduction

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

Is it only ‘What works’ that ‘Counts’ in New Knowledge Economies? Evidence-based Practice, Educational Research and Teacher Education in Australia

2002 ◽  
Vol 1 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Education Policy ◽  
Educational Research ◽  
Research Policy ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nation States ◽  
New Knowledge ◽  
Knowledge Economies ◽  
Key Issues ◽  
Research In Education

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.

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

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.

What does it Take to Scale up and Sustain Evidence-Based Practices?

2013 ◽  
Vol 79 (2) ◽  
pp. 195-211 ◽  
Author(s):  
Janette K. Klingner ◽  
Alison G. Boardman ◽  
Kristen L. Mcmaster
Keyword(s):  
Research Policy ◽  
Scale Up ◽  
Scaling Up ◽  
District Leadership ◽  
Small Scale ◽  
Evidence Based ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

This article discusses the strategic scaling up of evidence-based practices. The authors draw from the scholarly work of fellow special education researchers and from the field of learning sciences. The article defines scaling up as the process by which researchers or educators initially implement interventions on a small scale, validate them, and then implement them more widely in real-world conditions. Examples of scale-up research are included. The authors discuss challenges to scaling up and sustaining evidence-based practices, followed by factors that can potentially support scaling up, including professional development and district leadership. A case example describes how these issues can play out by highlighting experiences with a Collaborative Strategic Reading (CSR) scale-up research project in a large urban school district. The article concludes by offering recommendations for research, policy, and practice.

scholarly journals The “Exceptional” Physics Girl

2016 ◽  
Vol 54 (1) ◽  
pp. 88-126 ◽  
Author(s):  
Louise Archer ◽  
Julie Moote ◽  
Becky Francis ◽  
Jennifer DeWitt ◽  
Lucy Yeomans
Keyword(s):  
Science Education ◽  
Education Research ◽  
Longitudinal Study ◽  
Survey Data ◽  
Quantitative Data ◽  
Research Policy ◽  
Career Aspirations ◽  
Identity Work ◽  
Policy And Practice ◽  
Qualitative And Quantitative

Female underrepresentation in postcompulsory physics is an ongoing issue for science education research, policy, and practice. In this article, we apply Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10–16. Drawing on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), we focus in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others.

scholarly journals A caution about causation

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Michael Henderson ◽  
Petrea Redmond ◽  
Eva Heinrich
Keyword(s):  
Educational Technology ◽  
Education Research ◽  
Educational Technology Research ◽  
Evidence Based ◽  
Technology Research ◽  
Policy And Practice ◽  
Evidence Based Policy ◽  
Effect Model ◽  
The Future ◽  
The Face

Educational technology research, like all education research, is dominated by explicit or implicit claims of causation.  The dominance of cause-effect models in research is not surprising, and for many it is unnoticed and unquestioned. However, regardless of the cause-effect model being applied or the methodology in measuring it, we are unable to detect cause-effect directly. It is in this context that we need to be cautious in our interpretations of educational technology interventions and their implications for the future. Claims of causation are unlikely to decrease in the face of the increasing calls for “evidence-based” policy and practice. With this in mind it is even more important to consider how we can resist deterministic or mechanical claims of cause and effect. This dilemma should not stop our drive for evidence based approaches, but it is a reminder that we need to take care in the rigour of our research, and equally, in the way we describe it. 

scholarly journals Transforming Settlement Work

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Jennifer Clarke ◽  
Eileen Wan
Keyword(s):  
Education Research ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Critical Analysis ◽  
Research Policy ◽  
Current Approach ◽  
Policy And Practice ◽  
Settlement Services ◽  
Work Education

Today, the concept of anti-oppression is prevalent in social work education, research, policy, and practice. However, it is a relatively new concept in the settlement sector, and little is known about its application in settlement work. In this article, two social workers provide their critical analysis and reflections of anti-oppression work with newcomer youth in schools. Drawing on the literature and their experiences, the authors contend that the current approach to settlement work with newcomer youth is rooted in colonialism and racism, and they propose an anti-oppression approach as a new way for settlement workers to work with newcomer youth. KEYWORDS: newcomer youth, school settlement workers, anti-oppression, settlement services, anti-oppressive practice

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