The invisible impact of educational research

作     者：Cain, Tim Allan, David 

作者机构：Edge Hill Univ Ormskirk England Edge Hill Univ Further Educ & Training Ormskirk England 

出 版 物：《OXFORD REVIEW OF EDUCATION》 (Oxf. Rev. Educ.)

年 卷 期：2017年第43卷第6期

页      面：718-732页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

主　　题：Educational research research impact research utilisation teacher thinking 

摘      要：Although there are policy calls for educational research to discover what works and thereby inform decision making directly, the research literature argues instead for research to have a conceptual impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual;research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is invisible to education practitioners because it is embedded in educational policies, technologies, and services. This invisible use is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact.