scholarly journals The role of educational research in transforming educational policy and practice

2013 ◽  
Vol 45 (1) ◽  
pp. 7-23
Author(s):  
Natasa Vujisic-Zivkovic
Keyword(s):  
Education Reform ◽  
Educational Policy ◽  
Educational Research ◽  
Quantitative Research ◽  
Modern Science ◽  
Educational Practice ◽  
Evidence Based ◽  
Policy And Practice ◽  
Educational Policy And Practice

The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.

scholarly journals Translating research findings into educational policy and practice: the virtues and vices of a metaphor

2018 ◽  
Vol 36 (2) ◽  
pp. 213-228
Author(s):  
Martyn Hammersley
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
Conceptual Analysis ◽  
The Other ◽  
Policy And Practice ◽  
Educational Policy And Practice ◽  
Research Findings ◽  
The One ◽  
The Relationship

A variety of metaphors have been used in seeking to conceptualise the relationship between social and educational research, on the one hand, and policymaking and practice, on the other. One influential analogy is the idea that research findings can and should be translatable into policy, and thereby into practice. This article will provide a conceptual analysis of the source meaning of «translation», and what is involved in this metaphorical use of it. It will be argued that many of the issues that arise in relation to translating text from one language into another have parallels in the task of communicating research findings to policymakers or practitioners. However, the idea that research findings can then be «translated» into policy and practice is much more problematic.

scholarly journals Translating research findings into educational policy and practice: the virtues and vices of a metaphor

2014 ◽  
Vol 17 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Martyn Hammersley
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
Conceptual Analysis ◽  
The Other ◽  
Policy And Practice ◽  
Educational Policy And Practice ◽  
Research Findings ◽  
The One ◽  
The Relationship

A variety of metaphors have been used in seeking to conceptualise the relationship between social and educational research, on the one hand, and policymaking and practice, on the other. One influential analogy is the idea that research findings can and should be translatable into policy, and thereby into practice. This article will provide a conceptual analysis of the source meaning of «translation», and what is involved in this metaphorical use of it. It will be argued that many of the issues that arise in relation to translating text from one language into another have parallels in the task of communicating research findings to policymakers or practitioners. However, the idea that research findings can then be «translated» into policy and practice is much more problematic.

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.

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