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Using Evidence to Support Administrative Decisions

Hemsley-Brown, Jane (2008) Using Evidence to Support Administrative Decisions In: Handbook on Data-Based Decision Making in Education. Lawrence Erlbaum & Taylor and Francis, Mahwah, New Jersey, pp. 272-285. ISBN 9780415965033

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Abstract

The gap between the researcher’s world and the practitioner’s world has long been recognised: research literature is generally not part of a practitioner’s library (Huberman, 1990). One of the effects of this is that actions by decision-makers and practitioners are unlikely to be informed by research, and dissemination of research information and knowledge is problematic (Hillage et al., 1998). The need for practitioners to utilize the findings from research as a basis for decision making is not just an issue for schools, but is a compelling idea for the workplace as a whole (Gruber & Niles, 1973; Weiss, 1979; Huberman, 1990; Davies & Nutley, 2002; Kelemen & Bansal, 2002; Walter et al., 2003a; Walter et al., 2003b; Sutton, 2004; Percy-Smith, 2005). Many studies have explored how and why new ideas and practices are adopted (Sturdy, 2004) in an attempt to discover how practitioners and managers could be encouraged to use research to support their decision-making (Hemsley-Brown, 2005) and to increase the performance of schools (Hemsley-Brown & Sharp, 2003). The increasing interest in utilizing research findings for improving schools and providing evidence for management decision making is an important response to the rapid pace of change, the availability of electronic data and the considerably pressure to improve increasingly complex organizations. Successful and continuous improvement depends less on who has the information and increasingly on those able to make the best use of that information (Moorman et al., 1992; Hemsley-Brown, 2005). However, much of the knowledge generated by research fails to impact on a practitioner audience and although some research focuses on facilitating the utilization of research, much research effort has been devoted to explaining and justifying the gaps – the research-practice gap (Boostrom et al., 1993; Klein, 1995; Bero et al., 1998; Johnson, 2000; Huff & Huff, 2001; Kelemen & Bansal, 2002).

Item Type: Book Section
Divisions : Faculty of Arts and Social Sciences > Surrey Business School
Faculty of Arts and Social Sciences
Authors :
NameEmailORCID
Hemsley-Brown, JaneJ.Hemsley-Brown@surrey.ac.ukUNSPECIFIED
Date : October 2008
Identification Number : 10.4324/9780203888803
Copyright Disclaimer : © 2008 Taylor & Francis
Additional Information : About the book: Education has fought long and hard to gain acceptance as a profession and, since professionals by definition use data to shape the decisions they make, education has little choice but to continue moving in this direction. This 3-part handbook represents a major contribution to the literature of education. It is a unique compendium of the most original work currently available on how, when and why evidence should be used to ground practice. It is a comprehensive, cross-disciplinary, research-based, and practice-based resource that all educators can turn to as a guide to data-based decision making. The Handbook of Data-Based Decision Making in Education is a must read for researchers who are just beginning to explore the scientifically based nature of educational practice. It is also appropriate for policy makers and practitioners who are confronted with young people who need to be in classrooms where "best practices" are the norm and not the exception.
Depositing User : Jane Hemsley-Brown
Date Deposited : 23 Aug 2017 13:02
Last Modified : 23 Aug 2017 13:02
URI: http://epubs.surrey.ac.uk/id/eprint/146766

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