By Martyn Hammersley
Educational learn and its courting with coverage making and perform has been a perennial difficulty. This booklet offers with a few easy and arguable questions on that factor, together with:
- Can there be concord within the courting among researchers and academic policymakers or practitioners?
- Do raises in wisdom continually bring about sensible development, and not to bad results?
- may academic examine flourish if it have been subjected to extra crucial, and exterior, keep watch over?
- what's the position of study experiences in making the result of examine publicly available?
maps the calls for now being made on academic examine opposed to the heritage complexities of the connection among learn and perform.
This e-book is for college students on technique classes, taught classes and examine levels in schooling, social technology disciplines, social coverage, and wellbeing and fitness experiences, either at masters and doctoral point.
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Additional resources for Educational Research, Policymaking and Practice
But it may mean that the contribution cannot take the form of indicating what is the appropriate technique to use in a particular situation, or even what are the chances of success of a technique in a chapter 1 3/12/1 2:41 pm 24 Page 24 Educational Research, Policymaking and Practice particular type of situation. One reason for this is that, even less than doctors, teachers are not faced with exemplars of standard forms of problem, but rather with much more complex clusters of problematic factors.
Referring to some comments by Caroline Cox about teachers, he points out how medical practitioners also often rely on ‘tradition, prejudice, dogma, and ideology’ (Hargreaves 1996:7–8). In adopting this loaded characterisation, he aligns himself with the proponents of evidence-based medicine, who propose that research must play an increased role in clinical practice if the latter’s effectiveness is to reach acceptable levels. It is argued that there are reasons to doubt the effectiveness of a substantial proportion of medical treatments currently used by clinicians.
But it is just as much a mistake to try to judge the value of research in terms of its immediate and identifiable practical impact as it is to judge the quality of a school solely by its examination results. In earlier publications Hargreaves seems to adopt a position closer to the enlightenment than the engineering model. 13 This seems to me to be a more realistic expectation than the instrumental function he assumes in his TTA lecture. And it parallels conclusions that have been reached in studies of the relationship between research and policymaking (Weiss 1980).