School-University Links for Evidence-Informed Practice

Clicks: 223
ID: 69121
2019
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Abstract
A range of studies has identified barriers to evidence-informed practice in schools, many of which recommend school-university links as a means for removing these barriers. In England, public policy also promotes school-university partnerships, which expects these to have benefits for both schools and universities. Secondary analysis of data from five qualitative research projects reveals that school-university links are formed around activities, including postgraduate degrees, research projects and evaluations, Teacher Research projects, research dissemination conferences and seminars, Initial Teacher Education, research-informed Continuous Professional Development (CPD), and bidding for funding. Although, superficially, these activities might seem to enable more and better, evidence-informed practice in schools, school-university links are founded on activities that are declining, those that are short-term, and those that heavily rely on the enthusiasm of a few people. This paper concludes by offering suggestions for improving school-university links, so as to enable research to better inform practice.
Reference Key
cain2019schooluniversityeducation Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Cain, Tim;
Journal education sciences
Year 2019
DOI
DOI not found
URL
https://www.mdpi.com/2227-7102/9/2/97
Keywords
Education

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