Structured as a series of probing questions, and covering a range of methods, this book reflects on the challenge posed by the idea that social research should serve evidence-based practice.
Structured as a series of probing questions, and covering a range of methods, this book reflects on the challenge posed by the idea that social research should serve evidence-based practice.
Combining classic articles that have been key markers in recent debates with some new material, this book addresses the problems involved in educational research and the issues surrounding its contribution to policymaking and practice. The authors examine the diverse approaches within qualitative research and address some of the key areas which have attracted criticism. They consider what role research should play and examine the case for randomised controlled trials and for action research. The book is suitable for any undergraduate or postgraduate student concerned with educational research methodology, as well as those focusing on educational policy and practice, and students doing PhDs and EdDs.
Teaching as a research-based profession: possibilities and prospects (The
Teacher Training Agency Lecture 1996) David H. Hargreaves Introduction
Teaching is not at present a research-based profession. I have no doubt that if it
were, ...
Martyn Hammersley's provocative new text interrogates the complex relationship between research, policymaking and practice, against the background of the evidence-based practice movement. Addressing a series of probing questions, this book reflects on the challenge posed by the idea that social research can directly serve policymaking and practice. Key questions explored include: - Is scientific research evidence-based? - What counts as evidence for evidence-based practice? - Is social measurement possible, and is it necessary? - What are the criteria by which qualitative research should be judged? The book also discusses the case for action research, the nature of systematic reviews, proposals for interpretive reviews, and the process of qualitative synthesis. Highly readable and undeniably relevant, this book is a valuable resource for both academics and professionals involved with research.
There is an initial problem with the notion of evidence-based practice which
needs to be dealt with. This is that its name is a slogan whose rhetorical effect is
to discredit opposition. After all, who would argue that practice should not be based ...
