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      Educational Research and Policymaking: findings from some transitional countries

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      London Review of Education
      IOE Press
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            Abstract

            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.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 November 2003
            : 1
            : 3
            : 217-228
            Article
            1474-8460(20031101)1:3L.217;1- s5.phd /ioep/clre/2003/00000001/00000003/art00005
            10.1080/1474846032000146776
            d960827e-5e11-4af1-a563-911b8255cddf
            Copyright @ 2003
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education

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