Educational Research and Policymaking: findings from some transitional countries
This paper explores the debate about the relationship between educational research and educational policymaking and practice. It considers why the translation of research into practice appears to be limited, and the policy implications that arise from these limitations. In this epistemic setting, a...
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| Format: | Article |
| Language: | English |
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UCL Press
2003-10-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/1474846032000146776 |
| Summary: | This paper explores the debate about the relationship between educational research and educational policymaking and practice. It considers why the translation of research into practice appears to be limited, and the policy implications that arise from these limitations. In this epistemic
setting, aspects of the organisation of educational research in some western countries, and the contrasting position in some transitional countries, are considered. Demands on educational research in both settings, it is argued, are based partly on misunderstandings of what it can achieve.
It is important to reach a clearer understanding of the possibilities if the benefits that are available from research are to be realised. |
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| ISSN: | 1474-8460 1474-8479 |