The BERA-Sage Handbook of Research-Informed Education Practice and Policy (eBook, ePUB)

Redaktion: Wyse, Dominic; Reardon, R. Martin; Mockler, Nicole; Baumfield, Vivienne Marie

• Format: ePub

Produktbeschreibung

This 2-VOL Handbook focuses on how we assess the effectiveness of education, on the basis of our understanding of the ways in which research informs education practice and education policy. Two important dimensions frame this focus: values and effectiveness.

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Produktdetails

• Verlag: SAGE Publications
• Erscheinungstermin: 31. Mai 2025
• Englisch
• ISBN-13: 9781036202613
• Artikelnr.: 72530690

Autorenporträt

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic's research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA). I am Professor of Pedagogy, Policy and Innovation in the School of Education and my teaching and research focuses on the role of inquiry in teachers' professional learning. I am interested in the role of universities, and teacher educators in particular, in the creation and translation of knowledge about teaching and learning. This interest is linked to the wider issue of the relationship between theory and practice in professional development.

Inhaltsangabe

Volume One: Understanding Research-Informed Education
Introduction - Dominic Wyse, Vivienne Baumfield, Nicole Mockler, and R.
Martin Reardon
Part One: Defining and Theorising Research-Informed Education
Chapter 1:Evidence ecosystems: A framework for understanding evidence use -
Janice Tripney and David Gough
Chapter 2: What is the way forward for research-informed education? -
Stephen Gorard and Wenqing Chen
Chapter 3: Epistemic Paternalism in Educational Research - Gerry Dunne and
Clíodhna Martin
Chapter 4: Doing research or being researched? Debates on
'Close-to-Practice' research from the perspective of the Further, Adult and
Vocational Education (FAVE) sector - Joyce I-Hui Chen, Jay Derrick, Sam
Duncan, Geoff Hayward, Sam Jones, and Lorraine Smith
Chapter 5: Using research to promote equity within education systems:
roles, challenges and possibilities - Mel Ainscow, Claire Forbes, and
Romina Madrid Miranda
Chapter 6: The Role of Knowledge Brokering in Fostering Connections Between
Educational Research, Policy, and Practice - Joel R Malin, Lucy
Rycroft-Smith, and Vicky Ward
Chapter 7: Knowledge Brokerage and Evidence-Informed Education Policy and
Practice: A Social Network Perspective - Stephen MacGregor, Joelle Rodway,
Chris Brown, and Alan Daly
Chapter 8: Postmonolingual research-informed education policy practices:
Multilingual knowledge dialogues for democratic values - Michael Singh, Li
Xiaoli, Michiko Weinmann, Rod Neilsen, and Janice McGregor
Chapter 9: Degree awarding gaps by demographics in UK Universities -
Pallavi Banerjee, Amanda Rigg, and Marina Altoe
Part Two: Methodological Debates in the Field
Chapter 10: Evidence, politics and the uncertainties of education and
international development: Reflections on systematic reviews - Elaine
Unterhalter and Colleen Howell
Chapter 11: Systematic Research in Educational Sciences. A Methodological
Overview - Colin Cramer, Felix Schreiber, and Sebastian Röhl
Chapter 12: Meta-Analysis in Education: history, purposes and challenges -
Sally Riordan and Steve Higgins
Chapter 13: International Comparison Testing, Measurement Issues, and
Policy Considerations in a Post-COVID World - Sylke V. Schnepf, Don A.
Klinger, and Louis Volante
Chapter 14: In grades we trust? Challenging beliefs about assessment in
education - Alison Brady and Mary Richardson
Chapter 15: Reading and Writing Research and Educational Policy in the
United States - Steve Graham and Zoi A. Philippakos
Chapter 16: The use of research in education: A methodological discussion
of quality use - Blake Cutler, Mark Rickinson, Lucas Walsh, Joanne Gleeson,
and Genevieve Hall
Chapter 17: Problematising the use of interview data in research for
educational policy and practice: beyond incorrigibility and ideology -
Stephen Parker and Elizabeth Knight
Part Three: International Comparison and Educational Policy
Chapter 18: International Comparisons in Education: A Spatiotemporal
Analysis of Methodo-logical-Political Trajectories, Contributions and
Debates - Alison Milner and Christian Ydesen
Chapter 19: The desire for markets: Privatisation, commercialisation,
philanthropy and the publicness of schooling - Greg Thompson and Anna Hogan
Chapter 20: Governing teachers through data, and data as policy: The case
of the Texas Teacher Evaluation and Support System (T-TESS) - Bob Lingard,
Steven Lewis, and Jessica Holloway
Chapter 21: Methodological challenges in researching teacher supply:
Implications for research, policies and practice - Mark Ledger, Beng Huat
See, Stephen Gorard, and Rebecca Morris
Chapter 22: International comparisons and reading education policies -
Maria Nicholas, Elizabeth Rouse, and Shaun Rawolle
Chapter 23: National Curriculum in a globalised context: the case of the
Republic of Ireland - Audrey Doyle and Anne Looney
Chapter 24: Inclusive Practice and Education: Comparing the Curriculum
Policies of Wales and England - Richard Race and Susan Davis
Volume Two: Implementing Research-Informed Education
Part Four: Effective policy and practice in national contexts
Chapter 25: Effective Policy Enactment in Australia: Enabling and
Constraining Conditions for Policy Actors in an Era of Impact in Education
- Mary Ryan, Terri Bourke, and Reece Mills
Chapter 26: Highly Impactful Education Policies and Practices in China in
the Past Two Decades - Guili Zhang, Kevin Wall, and Sarah Wall
Chapter 27: Teacher education reform in Bangladesh: How far is inclusive
education? - Saiful Malak and Jahirul Mullick
Chapter 28: Effective Research-Informed Policy and Practice in National
Contexts: Prioritising Creativity in the Heart of Taiwan's Education -
Hsu-Chan Kuo, Chu-Yang Chang, Jing-Jyi Wu, and Ying-Yao Cheng
Chapter 29: Generating and Implementing Research-Informed Policies in the
Global South: Lessons from Teaching License Policy in Pakistan - Sajid Ali,
Afaq Ahmed, and Sohail Ahmad
Chapter 30: Effective Educational Policy and Practice In Germany: Good
Intentions, Significant Constraints - Ingrid Gogolin and Nora Dünkel
Chapter 31: Research-Informed Education Policy And Practice In The Welsh
Education System - David Egan and Anne Hodgson
Chapter 32: Equity Policies In Higher Education In Mexico: Achievements And
Challenges Of Technological And Intercultural Universities - Sylvia
Schmelkes, Marisol Silva-Laya, Osiris Martínez-Valle, and Guadalupe Águila
Moreno
Chapter 33: The Quest for Equitable Education Systems for the 21st Century:
Knowledge Mobilisation for Research-Informed Education Policy and Practice
in Canada - Sofia Malik and Carol Campbell
Chapter 34: Supporting effective policy and practice: Lessons from the
United States - Elizabeth N. Farley-Ripple and Samantha Shewchuk
Part Five: Curriculum, pedagogy and assessment
Chapter 35: Understanding Curriculum Making by teachers: implications for
policy as text and as practice - Mark Priestley, Daniel Alvunger, Sinem
Hizli Alkan, Stavroula Philippou, and Tiina Soini
Chapter 36: Understanding curriculum work in the context of international
crises: An autobiographical praxis of becoming - Allan Michel Jales
Coutinho and William F. Pinar
Chapter 37: Exploring curriculum coherence and professional knowledge -
Richard Pountney, Elizabeth Rata, and Diane Swift
Chapter 38: The journey from research into practice (without public
policy): the case of school music education - Tim Cain and Anna Mariguddi
Chapter 39: Rethinking pedagogy: The central plank in school improvement? -
Jennifer M Gore and Sally Patfield
Chapter 40: Supporting Aboriginal and Torres Strait Islander student
success in school: Beyond the Policy - Clair Andersen, Glenn Auld, Julianne
Moss, Kitty te Riele, Tim Delphine, Tim Corcoran, Joanne O'Mara, David
Hicks, and Emily Rudling
Chapter 41: Digital language learning: the cognitive, affective and social
rewards for older adults. - Jodi Wainwright, Jitka Vseteckova, and
Klaus-Dieter Rossade
Chapter 42: Formative assessment - Catarina F. Correia and Dylan Wiliam
Chapter 43: Research-Informed Practices of Creativity Assessments in K-12
STEM and Computer Science Education - Grace Morris, Elena Novak, and
Chia-Ling Kuo
Part Six: Practitioners and learners as researchers
Chapter 44: Knowledge mobilisation through practitioner-led inquiry: A
dialogic perspective - Sara Hennessy, Ruth Kershner, Farah Ahmed, Elisa
Calcagni, Ana Trigo-Clapés, Meaghan Brugha, and Christine Edwards-Groves
Chapter 45: Transforming practice wisdom through practitioner research in
early childhood - Christine Parker, Sandra Clare, Katherine Clark, Jennifer
De Orta, Joanne Benford, and Felicity Dewsbery
Chapter 46: Evidence-Informed Educational Change: Conceptual Proposal for a
Capacity-Building Model - Kristin Vanlommel
Chapter 47: Promoting inclusive pedagogies in schools through student voice
and dialogues - Kyriaki Messiou and Nikolett Szelei
Chapter 48: Education policy and knowledge. What if they could meet? -
Henryk Mizerek and Lidia Bielinis
Chapter 49: Acting Locally, Thinking Globally: An international
Research-Practice Partnership for youth action - Christopher Chapman,
Romina Madrid Miranda, Carlos Duque Artigas, and Milena Paez-Silva
Chapter 50: Doubling Educational Effectiveness: Conducting Multidimensional
Research to (Re-)Inform Curriculum Enhancement - Julia Chen, Linda Lin,
Caroline Nixon, and Dennis Foung
Chapter 51: Self-Study as a Movement and Methodology for Inside-Out
Educational Change: Foundations, Characteristics, and Exemplars - Kathleen
Pithouse-Morgan, Makie Kortjass, and Ntokozo Mkhize-Mthembu
Chapter 52: Walking the talk: assessing the collaborative potential of
Qualitative Comparative Analysis (QCA) for co-created classroom-based
research - Janet Orchard, Victoria Bowen, and Amanda Williams