The use of research to improve professional practice: a systematic review of the literature
Hemsley-Brown, J and Sharp, C (2003) The use of research to improve professional practice: a systematic review of the literature OXFORD REV EDUC, 29 (4). pp. 449-470.
finalORE.pdf - Accepted version Manuscript
In a keynote address to the Teacher Training Agency Annual Conference, Professor David Hargreaves suggested that teaching could become an evidence-based profession if educational researchers were made more accountable to teachers. This systematic literature review set out to explore: how teachers use research; which features of research encourage teachers to use research findings in their own practice; whether medical practitioners make greater use of research findings than teachers; and approaches to dissemination. Two key ideas emerge from this review. First, there appear to be common barriers to research use in both medicine and in education. Findings suggest that there is a need to create a culture in the public sector which supports and values research. There are, however, a number of factors, which appear to be more specific to the education field. Key differences in the way that research knowledge is constructed in the social sciences has led to researchers being challenged about their findings, particularly in relation to the context, generalisability and validity of the research. For these reasons the development of communication networks, links between researchers and practitioners, and greater involvement of practitioners in the research process, have emerged as strategies for improving research impact.
|Divisions :||Faculty of Arts and Social Sciences > Surrey Business School|
|Date :||December 2003|
|Identification Number :||https://doi.org/10.1080/0305498032000153025|
|Uncontrolled Keywords :||SCHOOL EFFECTIVENESS RESEARCH, EDUCATIONAL-RESEARCH, NURSING-RESEARCH, KNOWLEDGE UTILIZATION, INFORMATION-SOURCES, RESEARCH AWARENESS, NORTHERN-IRELAND, SURGICAL WARDS, POLICY-MAKING, BARRIERS|
|Additional Information :||This is an electronic version of an article published in Oxford Review of Education, 29(4), 449-470(2003). Oxford Review of Education is available online at: http://www.tandfonline.com/doi/abs/10.1080/0305498032000153025.|
|Depositing User :||Symplectic Elements|
|Date Deposited :||26 Apr 2012 09:30|
|Last Modified :||23 Sep 2013 19:21|
Actions (login required)
Downloads per month over past year