Rethinking Connections between Research and Practice in Education: A Conceptual Framework

Autor/inn/en	Farley-Ripple, Elizabeth; May, Henry; Karpyn, Allison; Tilley, Katherine; McDonough, Kalyn
Titel	Rethinking Connections between Research and Practice in Education: A Conceptual Framework
Quelle	In: Educational Researcher, 47 (2018) 4, S.235-245 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Farley-Ripple, Elizabeth) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X18761042
Schlagwörter	Theory Practice Relationship; Accountability; Decision Making; Educational Policy; Educational Change; Policy Analysis; Research Utilization; Evidence Based Practice + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Verantwortung; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Bildungsreform; Politikfeldanalyse; Forschungsumsetzung
Abstract	Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research but rather is a bidirectional problem in which characteristics of both the research and practice communities must be understood and addressed in order to strengthen ties between research and practice in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01