Scholarship, research and the evidential basis of policy development in education

Walter Humes, Tom Bryce

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

The starting point for this paper is the ongoing debate about the relation between research and policy in education. Recent developments in England and Scotland are reviewed in the context of political and academic arguments about the nature and function of research activity. The defensiveness of the research community in the face of professional and political attacks is examined critically. A case study of the Higher Still programme is used to illustrate the complexity of the relationships between evidence, ideology, values and professional practice. It is argued that the research community needs to become more politically sophisticated and to advance a clearer vision of its social function in advanced democratic societies if its potential contribution to educational development is to be realised. The dangers of a retreat to a narrow empirical role are highlighted.
LanguageEnglish
Pages329-352
Number of pages23
JournalBritish Journal of Educational Studies
Volume49
Issue number3
DOIs
Publication statusPublished - 2001

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development policy
education
social function
community
ideology
society
evidence
Values

Keywords

  • research
  • scholarship
  • evidence-based policy
  • higher still

Cite this

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Scholarship, research and the evidential basis of policy development in education. / Humes, Walter; Bryce, Tom.

In: British Journal of Educational Studies, Vol. 49, No. 3, 2001, p. 329-352.

Research output: Contribution to journalArticle

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