Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research systematically and at scale in education policy making and practice remains a challenge for many countries and systems. The OECD launched the Strengthening the Impact of Education Research project to respond to this challenge. This publication reports on the first phase of the project. It maps the various structures, processes, actors and relationships that reinforce the quality, production and use of education research in policy and practice. The publication brings together leading experts who provide insights into recent research and international experience gathered from both policy and practice, including from other sectors such as health, agriculture and environment.
The publication provides a first set of analyses of data collected from over 30 systems through an OECD survey. It describes the mechanisms used to facilitate research use in education policy and practice, and the levels of engagement of various actors in these processes. By mapping the drivers of, and barriers to, using research systematically and at scale, the publication sets out an agenda for future inquiry. It can be a resource for policy makers, educational leaders, teachers and the research community.
Excerpt from publication.
Following the executive summary, the chapters are as follows: Part I, 'Conceptual landscape and the evolution of the field', contains the following chapters: The changing landscape of research use in education / Nora Revai; Louder than words: review and comparative analysis of knowledge mobilisation models / Jose Manuel Torres; Hisotry and evolution of brokerage agencies in education / Tracey Burns and Tom Schuller. Part II, 'Actors and mechanisms facilitating research use in policy and practice', contains: Who is facilitating research use in education systems? / Jordan Hill; Facilitating research use: scary barriers (and super mechanisms) / Jose Manuel Torres; Linking research, policy and practice: learning from other sectors / Annette Boaz, Kathryn Oliver and Anna Numa Hopkins; Evidence on evidence-informed policy and practice / David Gough, Jonathan Sharples and Chris Maidment. Part III, 'New approaches to understanding research use', contains: Communication, collaboration and co-production in research: challenges and benefits / Gabor Halasz; Using research well in educational practice / Mark Rickinson, Lucas Walsh, Joanne Gleeson, Blake Cutler, Connie Cirkony and Mandy Salisbury; Perspectives on education research / John Bangs, Martin Henry, Emese K. Nagy, Tine S. Proitz, Mark Schneider, Vivian Tseng, Dirk Van Damme and Makito Yurita; Improving research-policy-practice engagement: lessons learnt and ways forward / Nora Revai.
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