000			02941nam a2200421Ii 4500
001			9781787436404
005			20250919150552.0
006			m o d
007			cr un|||||||||
008			171115t20172018enk ob 001 0 eng d
020			_a9781787436404 _q(e-book)
020	0	0	_a9781787436732 _qePUB
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLB1028 _b.A24 2017
072		7	_aJNF _2bicssc
072		7	_aEDU034000 _2bisacsh
082	0	4	_a370.72 _223
100	1		_aBrown, Chris, _d1975- _eauthor.
245	1	0	_aAchieving evidence-informed policy and practice in education : _bEvidencED / _cChris Brown (University of Portsmouth).
264		1	_aBingley, U.K. : _bEmerald Publishing Limited, _c2017.
264		4	_c©2018
300			_a1 online resource (xi, 197 pages).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aIncludes index.
504			_aIncludes bibliographical references.
520			_aThe potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.
588	0		_aPrint version record
650		0	_aEducation _xResearch.
650		0	_aEducation and state _xResearch.
776			_z9781787436411
856	4	0	_uhttps://www.emerald.com/insight/publication/doi/10.1108/9781787436404
907			_a.b17024365 _b2024-02-29 _c2024-02-29
942			_n0
998			_a1 _b2024-02-29 _cm _da _feng _genk _y0 _z.b17024365
999			_c669097 _d669097