The Relevance of Systematic Reviews to Educational Policy and Practice

Davies, Philip

doi:10.1080/713688543

Cited by 203 publications

(165 citation statements)

References 28 publications

(16 reference statements)

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“…Here, they are used to systematically retrieve research papers from literature databases and analyze them according to a pre-defined research question. Today, systematic reviews are applied across all disciplines, reaching from educational policy [9,10] to innovation research [11]. In our view, a systematic review constitutes an elegant way to start an empirical investigation.…”

Section: Systematic Reviewmentioning

confidence: 99%

What Drives Academic Data Sharing?

2014

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Despite widespread support from policy makers, funding agencies, and scientific journals, academic researchers rarely make their research data available to others. At the same time, data sharing in research is attributed a vast potential for scientific progress. It allows the reproducibility of study results and the reuse of old data for new research questions. Based on a systematic review of 98 scholarly papers and an empirical survey among 603 secondary data users, we develop a conceptual framework that explains the process of data sharing from the primary researcher's point of view. We show that this process can be divided into six descriptive categories: Data donor, research organization, research community, norms, data infrastructure, and data recipients. Drawing from our findings, we discuss theoretical implications regarding knowledge creation and dissemination as well as research policy measures to foster academic collaboration. We conclude that research data cannot be regarded as knowledge commons, but research policies that better incentivise data sharing are needed to improve the quality of research results and foster scientific progress.

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Section: Systematic Reviewmentioning

confidence: 99%

What Drives Academic Data Sharing?

2014

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“…Una revisión narrativa tiene como propósito esencial identificar el número de escritos producto de investigaciones sobre un objeto de conocimiento o un tema en particular. En este tipo de revisiones no hay necesariamente una estrategia de búsqueda especificada, ni criterios definidos para la (Davies, 2000;Beltran, 2005). En contraste con las revisiones narrativas, las revisiones sistemáticas parten de preguntas específicas de investigación, y consideran estrategias de búsqueda de la información claramente especificadas con criterios de selección de las publicaciones especificados con anterioridad.…”

Section: Revisiones Sistemáticas Y Meta-análisisunclassified

“…Sin embargo, una revisión de la literatura muestra que las posibilidades no se agotan en el planteamiento de esta dicotomía, sino que entre estos dos polos parecen existir varios tipos de revisiones de literatura que gradúan de forma mucho más fina el espectro de estudios. Específicamente, además de los dos anteriores, Davies (2000) señala tres nuevos tipos de revisión: 1) la revisión de conteo de votos, 2) la síntesis de la mejor evidencia, y 3) la llamada meta etnografía.…”

Section: Revisiones Sistemáticas Y Meta-análisisunclassified

“…Su método se encuentra fundamentado en la construcción de interpretaciones que permitan dilucidar analogías entre las diferentes explicaciones dadas acerca de un fenómeno social. Al respecto, Davies (2000) señala que este método podría estar muy cerca a las revisiones narrativas por el tipo de objetivo que persigue. Una de las limitaciones que se reconocen del método es la dificultad para establecer criterios de inclusión o exclusión de estudios, esto, debido, no solo a la amplitud y diversidad de preguntas y tópicos existentes en la investigación cualitativa, sino por la multiplicidad de las perspectivas teóricas desde las cuales se abordan tales preguntas.…”

Section: Revisiones Sistemáticas Y Meta-análisisunclassified

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Hacia una educación basada en la evidencia

Martínez

Bernal²,

Camacho³

2014

Rev. Colomb. Educ.

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Revista Colombiana de Educación, N.º 66. Primer semestre de 2014, Bogotá, Colombia. Revisiones KeywordsEvidence based education, evidence, educational research, educational practice, institutionalization, systematic reviews. Palavras chaveEducação baseada na evidência, evidência, pesquisa educativa, prática educativa, institucionalização, revisões sistemáticas. Palabras ClaveEducación basada en la evidencia, evidencia, investigación educativa, práctica educativa, institucionalización, revisiones sistemáticas. ResumenLa enseñanza, como otras profesiones, ha tenido que enfrentar dificultades que surgen como producto de la brecha que se crea entre la práctica diaria y la investigación. Plantear soluciones que permitan cambiar esta condición ha sido el objetivo del enfoque conocido como Educación Basada en la Evidencia (EBE). Este artículo presenta, en primer lugar, los orígenes del enfoque en la medicina, sus desarrollos y sus principales limitaciones. En segundo lugar, explica la relación entre la medicina y la educación, como prácticas profesionales basadas en la evidencia, con el fin de examinar los principales aportes de la primera para la construcción de una EBE. En tercer lugar, presenta un pequeño estudio bibliométrico a fin de examinar el desarrollo del tema en publicaciones científicas. Finalmente, se analizan aspectos como la contribución de la investigación cualitativa a la evidencia en educación, los desarrollos del enfoque a través de las revisiones sistemáticas y el vínculo entre práctica profesional del maestro y la investigación educativa. AbstractTeaching, as any other profession, has faced difficulties that arise from the gap between daily practice and research. Suggesting solutions that lead to close this gap has been the goal of the research approach called Evidence Based Education (EBE). This paper presents and discusses the EBE approach by means of the following topics. First; the origins of this approach in the Medical research practice, its development and main limitations are presented. Second, a comparison between Medicine and Education, as professional practices based on evidence, is made; in order to identify the main contributions of the former to the construction of an EBE. Third, a short bibliometric study that examines the development of this subject in scientific publications is presented. Finally, factors such as the contribution of qualitative data to evidence in educational research, the development of this approach through systematic reviews and the link between teacher's professional practice and educational research are analysed. ResumoO ensino, como outras profissões, tem tido que afrontar dificuldades que surgem produto do desfecho existente entre a prática diária e a pesquisa. Propor

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“…Allison and Carey (2007) speak of a hierarchy where the knowledge transfer process is unidirectional emanating from the research sphere to the field practitioners. Cooper (2010) and Davies (2000) speak of two different cultures characterized by the use of different registers and the pursuit of different agendas. Rickson (2005) explains that while, the two groups share the same fundamental concerns related to the understanding of learning processes and the identification and verification of best teaching practices, their problem-solving and knowledge dissemination processes divert considerably in accordance with their respective institutional expectations: researchers value data-driven investigation and prioritize publication while teachers are more likely to share insights gained from classroom experience within their community of practice.…”

Section: A Definition Causes and Repercussions Of The Linkage Gapmentioning

confidence: 99%

Mapping Asynchronous Forum-based Interaction Patterns between Second Language Educational Researchers and Practitioners

Knouzi

Mady

2017

TPLS

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Abstract-This paper presents a detailed mapping of the interaction patterns and level of cognitive processing that characterised online communication between educational researchers and L2 teachers during six weeks of asynchronous forum-based discussions of six research articles. The project was designed to investigate and ultimately bridge the linkage gap between researchers and practitioners, following the Graham et al (2006) knowledge to action framework. We used NodeXL to map the different types of interaction patterns (user-touser and user-to-thread) and adapted the Hara et al (2000) framework to identify and describe the level of social cues used and cognitive processing mechanisms evident in the participants' texts. The findings showed little direct interaction between the two groups as evidenced by the low use of social clues and reluctance of practitioners to respond directly to the researchers. On the other hand, the mapping of the user-to-thread patterns showed clustering around some discussion topics that were raised by both researchers and practitioners, which suggests that the discussion was meaningful and co-constructed by members of both groups. The exchange of ideas in the forum space seemed to transcend issues of identity and conventional roles as it allowed both groups to be equal contributors to the dialogue. Moreover, there was clear evidence of indepth cognitive processing in the messages of both groups. We propose that, in spite of the seeming guarded distance and practitioners' reluctance to address researchers directly, the forum facilitated knowledge exchange and meaningful discussion of issues of interest to both groups.

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The Relevance of Systematic Reviews to Educational Policy and Practice

Cited by 203 publications

References 28 publications

What Drives Academic Data Sharing?

What Drives Academic Data Sharing?

Hacia una educación basada en la evidencia

Mapping Asynchronous Forum-based Interaction Patterns between Second Language Educational Researchers and Practitioners

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