Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design

Wollscheid, Sabine; Stensaker, Bjørn; Bugge, Markus M.

doi:10.1080/10564934.2019.1619465

Cited by 11 publications

(9 citation statements)

References 35 publications

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“…Researchers should seek collaboration with practitioners, thus encouraging an iterative process of research and application that includes "reflections on practice, research, and context" (ibid.). If there is to be change, then it needs to be through mediation of the knowledge (Wollscheid et al, 2019); and that knowledge has to have been co-constructed. A critically pragmatic perspective for both researchers and schools could facilitate the development of contextually rich practice(s)-recognising the constraints that schools operate within, whilst taking the strengths of pragmatic thought, valuing local knowledge and experiences (Keddie, 2015) and also contributing a critical lens.…”

Section: Discussionmentioning

confidence: 99%

“…There are surprisingly few mandates for teachers to connect with educational research, despite the professionalisation of education, with teachers often seen as receiving knowledge from external sources, rather than being part of creating it (Wollscheid et al, 2019). An argument further supported by Harris (2010), who suggests that teachers are expected to receive and reproduce knowledge.…”

Section: Reframing the Role Of Student Voice Researchmentioning

confidence: 99%

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Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Jones

Hall

2021

Student Feedback on Teaching in Schools

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This chapter recognises the diverse definitions and practices of student feedback; focussing on how student feedback can facilitate dialogue and thus contribute to the development of schools as democratic communities. Student feedback is thus positioned as a part of student voice, which has its roots in the United Nations Convention on the Rights of the Child (UNICEF, 1989). We question the ways in which schools elicit the views of students and how students’ opinions are made use of, recognising the complexities arising from power relationships (Hart, 1992), the consumerisation of education (Whitty & Wisby, 2007) and the pressures of accountability. Furthermore, we consider ways in which researchers can address difficulties in the research-practice relationship (Chapman and Ainscow, 2019) and facilitate co-creation of research. We propose the perspective of critical pragmatism as a means to acknowledge the complexities of practice, whilst also highlighting the importance of critical reflection and dialogue. Critical pragmatism could move us from a “deconstructive scepticism toward a reconstructive imagination” (Forester, 2012, p. 6) in which schools and researchers collaborate to enable contextually rich practices of student feedback and student voice.

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Section: Discussionmentioning

confidence: 99%

Section: Reframing the Role Of Student Voice Researchmentioning

confidence: 99%

Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Jones

Hall

2021

Student Feedback on Teaching in Schools

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“…Currie and White (2012) emphasized the critical process of collective knowledge brokering within the complexity of social structure in healthcare that can bridge knowledge mobilization and push forward the transition. Knowledge brokering aims to catalyze the translation process of knowledge in everyday practice and inform policies (Harvey et al, 2011; Moore et al, 2018; Wollscheid et al, 2019). The outcome of such a process is not only to facilitate emergency nurses to obtain the expected knowledge and skills (knowledge transfer) but also to transform practice by bridging learning, research, innovation, and policy (knowledge translation; Hargadon, 2002).…”

Section: Methodsmentioning

confidence: 99%

Realist Approach to Qualitative Data Analysis

Putri,

Chandler,

Tocher

2023

Nursing Research

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Background A realist approach has gained popularity in evaluation research, particularly in understanding causal explanations of how a program works (or not), the circumstances, and the observed outcomes. In qualitative inquiry, the approach has contributed to better theoretically based explanations regarding causal interactions. Objective To discuss how we conducted a realist-informed data analysis to explore the causal interactions within qualitative data. Methods We demonstrated a 4-step realist approach of retroductive theorizing in qualitative data analysis using a concrete example from our empirical research rooted in the critical realism philosophical stance. These steps include (a) category identification, (b) elaboration of context-mechanism-outcome configuration, (c) demi-regularities identification, and (d) generative mechanism refinement. Results The 4-step qualitative realist data analysis underpins the causal interactions of important factors and reveals the underlying mechanisms. The steps produce comprehensive causal explanations that can be used by related parties—especially when making complex decisions that may affect wide communities. Discussion The core process of realist data analysis is retroductive theorizing. The 4-step qualitative realist data analysis facilitates this theorizing by allowing the researcher to identify (a) patterns, (b) fluctuation of patterns, (c) mechanisms from collected data, and (d) to confirm proposed mechanisms.

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“…One key solution that has been proposed is the work of knowledge brokering , also called knowledge translation or knowledge mobilisation among many other names. In the last few decades, increasing suggestion has been made that individuals (e.g., Geeraerts et al, 2016) teams (e.g., Campbell et al, 2017) initiatives (e.g., Wollscheid et al, 2019) or organisations (e.g., MacKillop et al, 2020) exist whose function is to transfer and transform knowledge between communities, specifically because they have important understandings of both communities (Monod‐Ansaldi et al, 2019). National education initiatives with a knowledge‐brokering remit have been set up in the United Kingdom, the Netherlands, and Scandinavian countries, as well as Canada and New Zealand (Wollscheid et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Knowledge brokering to bridge the research‐practice gap in education: Where are we now?

Rycroft-Smith

2022

Review of Education

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Connecting research to practice by knowledge brokering in education, which is considered here as functionally synonymous with knowledge mobilisation, is currently under‐researched, difficult to define, and not well understood. This narrative synthesis review curates recent research concerning characterisations of knowledge brokering in education, considering the models and metaphors that have been used to describe and prescribe its activities, and then goes on to consider the limited evidence on effective knowledge brokering and what this suggests about possibilities for its evaluation in education contexts, which is considered necessary and urgent. Interpersonal relationships and social contexts are considered key to educational knowledge brokering, which has also been described as transforming knowledge, often by mediation, boundary‐spanning, and/or bridging. It is suggested that those doing the work of knowledge brokering (knowledge brokers) should have a deep understanding of the context and terrain of both research and practice (and perhaps policy) in education. A need is proposed for theoretical and empirical work to define the purposes and pitfalls of educational knowledge brokering in practice, related to issues of trust and credibility, and to enable evaluation and accountability to take place.

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Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design

Cited by 11 publications

References 35 publications

Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Realist Approach to Qualitative Data Analysis

Knowledge brokering to bridge the research‐practice gap in education: Where are we now?

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