Reviewing Literature to Inform Policy: Some Complexities and Tensions

Autor/inn/en	Menter, Ian; Hulme, Moira
Titel	Reviewing Literature to Inform Policy: Some Complexities and Tensions
Quelle	In: International Journal of Research & Method in Education, 35 (2012) 2, S.141-152 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2012.683572
Schlagwörter	Educational Policy; Literature Reviews; Foreign Countries; Misconceptions; Educational Research; Role; Policy Formation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Missverständnis; Bildungsforschung; Pädagogische Forschung; Rollen; Politische Betätigung
Abstract	Drawing on the experience of carrying out a literature review commissioned to support the Review of Teacher Education in Scotland, this paper discusses the role of literature reviews within the movement for "evidence-based policy" making. The first part of the paper discusses the purposes of such reviews and some of the misconceptions that may be associated with them. Several critical questions that shape the work of reviewing are identified. By examining the particular case in which the authors were involved, it is demonstrated how the establishment of terms of reference and definitions of scope are critical factors in determining the outcome of such a project. But so too are the relationships established between those undertaking the project and the commissioners of the work. The conclusion is that reviewing literature is much more of a deliberative process than is commonly understood. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10