Search results for: Research utilization
Page 1/1 5 items
This article describes how research-based knowledge was used in practice in an action research project which examined student dropout. The research was conducted as ‘research circles’ and involved systematic and organised cooperation between researchers and practitioners, in this case college teachers. Based on interviews with the teachers, the authors found that research-based knowledge was used in a variety of ways: as concepts for discussing real-world experiences, as confirmation of the teachers’ practical experiences, as a frame for understanding praxis, to inform action, to conduct research activities, and as a way of legitimising the importance of the practitioners’ performance in their daily work. The teachers used knowledge from previous research as well as that developed during the course of the project. However, findings indicated that research-based knowledge appeared to be more useful for talking about and understanding practice rather than guiding practical action. In order to deepen its impact on practitioners’ actions, researchers and practitioners should work together to translate research-based knowledge and theoretical concepts into practice and specify how practitioners can apply it when developing their actions. Therefore, action researchers should allocate time to the process of transforming research-based knowledge into practical actions – in co-operation with practitioners – as an integral part of their research project.
Updated: Jul. 14, 2021
This article analyses data from two studies in English comprehensive schools, in which teachers were given research reports about teaching gifted and talented students, and supported over a 12-month period, to incorporate findings into practitioner research projects of their own devising. The findings revealed that the teachers used research in instrumental and strategic ways, but only very occasionally. More frequently, their use of research was conceptual. Within this category, research influenced what teachers thought about, and how they thought.
Updated: Aug. 30, 2017
This article considers the theme: how to take what we know from research and put it to effective policy and practice use. The author highlights her own model of change, which she refers to as the Model of Generative Change, and explains the stages or phases of generativity that can be experienced in the research lives of education researchers.
Updated: Oct. 22, 2013
The Intellectual Foundations of Education: Core Journals and Their Impacts on Scholarship and Practice
This article updates previous attempts to identify a core set of journals that most education scholars would acknowledge as consequential sources. On the basis of nominations from a panel of experts, 11 primary journals were identified; three of these journals were nominated by at least one third of the respondents. The impact of these journals is assessed using a number of alternative metrics. In addition, differences in impact on policy and practice versus scholarship are considered.
Updated: May. 09, 2010
How is the usefulness of research assessed as university research becomes more and more commodified? The question is addressed through an analysis of how the results of a particular research project were received in a large private company that had provided the main funding for a research project on gender and top management, a project based on poststructuralist approaches.
Updated: Mar. 02, 2008