Opportunities and challenges of using systematic reviews of research for evidence-based policy in education

Evaluation and Research in Education

Volumn 18, Issue 1-2, 2004, Pages 54-71

  Harlen, Wynne ^a   Deakin Crick, Ruth ^b  

^a NONE   (United Kingdom)

^b NONE

Author keywords

EPPI Centre; Evidence informed policy; Motivation for learning; Research; Synthesis; Systematic review

Indexed keywords

EID: 33750337979     PISSN: 09500790     EISSN: 17477514     Source Type: Journal    
DOI: 10.1080/09500790408668308     Document Type: Article

References (35)

1. Assessment Reform Group. 2002. Testing, Motivation and Learning, Cambridge: University of Cambridge, Faculty of Education.
2. Ball, S., 2001. ‘You've been NERFed!’ Dumbing down the academy: National Educational Research Forum: A national Strategy. Consultation Paper: A brief and bilious response. Journal of Education Policy, 16 (3): 265–268.
3. Barker-Lunn, J. C., 1970. Streaming in the Primary School, Slough: National Foundation for Educational Research in England and Wales.
4. Bassey, M., 1996. “ Three paradigms in educational research ”. In Readings for Reflective Teaching in Primary Schools, Edited by: Pollard, A., London: Cassell.
5. Bates, R., 2002. The impact of educational research: Alternative methodologies and conclusions. Research Papers in Education, 17 (4): 403–408.
6. Bell, C., and Raffe, D., 1991. “ Working together? Research, policy and practice. The experience of the Scottish evaluation of TVEI ”. In Doing Educational Research, Edited by: Walford, G., 121–146. London: Routledge.
7. British Educational Research Association (BERA). 2003. Educational Policy and Research across the UK Report of a BERA colloquium held at the University of Edinburgh, 7/8 November, 2002
8. Caplan, N., Morrison, A., and Stambaugh, R., 1975. The Use of Social Science Knowledge in Policy Decisions at the National Level, Ann Arbor, MI: University of Michigan.
9. Chalmers, I., and Haynes, B., 1995. “ Reporting, updating, and correcting systematic reviews of the effects of health care ”. In Systematic Reviews, Edited by: Chalmers, I., and Altman, D., 86–95. London: BMJ Publishing Group.
10. Chanan, G., 1976. Levels of debate and levels of control: Research and the Black Papers. Forum, 19 (1): 23–26.
11. Commission on the Social Sciences. 2003. Great Expectations: The Social Sciences in Britain, London: Commission on the Social Sciences.
12. Cronbach, L. J., and Suppes, P., eds. 1969. Research for Tomorrow's Schools: Disciplined Enquiry for Education, New York: Macmillan.
13. Department of Education, Training and Youth Affairs. 2000. The Impact of Educational Research, Canberra: DETYA.
14. Edwards, A., 2003. “ Report of the Colloquium ”. In Educational Policy and Research Across the UK, Southwell, Notts: BERA. Report of a BERA Colloquium held at the University of Edinburgh, 7/8 November 2002
15. Evans, J., and Benefield, P., 2001. Systematic reviews of educational research: Does the medical model fit. British Educational Research Journal, 27 (5): 527–541.
16. Figgis, J., Zubrick, A., Butorac, A., Alderson, A., and AAJ consulting. 2000. “ Backtracking practices and policies to research ”. In The Impact of Educational Research, 279–374. Canberra: DETYA.
17. Gillborn, D., and Gipps, C., 1996. Recent Research on the Achievements of Ethnic Minority Pupils, OfSTED Reviews of Research Series London: HMSO.
18. Gregory, R. P., 1984. Streaming, setting and mixed ability grouping in primary and secondary schools: Some research findings. Educational Studies, 10 (3)
19. Hallam, S., and Cowan, R., 1998. Is Homework Important for Increasing Educational Attainment?, London: University of London Institute of Education.
20. Hammersley, M., 1997. Educational research and teaching: A response to David Hargreaves' TTA lecture. British Educational Research Journal, 23: 141–161.
21. Hargreaves, D., 1996. Teaching as a Research-based Profession: Possibilities and Prospects. Teacher Training Agency Annual Lecture, London: TTA.
22. Hargreaves, D., 1998. “ A new partnership of stakeholders and a national strategy for research in education ”. In Challenges for Educational Research, Edited by: Rudduck, J., and McIntyre, D., 114–138. London: Paul Chapman Publishing.
23. Harlen, W., Educational research and educational reform. The Role or Research in Mature Education Systems. Proceedings of the NFER International Jubilee Conference held at Oakley Court. December2–41996, Windsor. Edited by: Hegarty, S., pp. 135–153.
24. Harlen, W., and Deakin Crick, R., 2002. “ A systematic review of the impact of summative assessment and tests on students' motivation for learning (EPPI-Centre Review) ”. In Research Evidence in Education Library. Issue 1, London: EPPI-Centre, Social Science Research Unit, Institute of Education.
25. Harlen, W., and Deakin Crick, R., 2003. Testing and motivation for learning. Assessment in Education, 10 (2): 169–208.
26. Hart, P., and Nolan, K., 1999. A critical analysis of research in environmental education. Studies in Science Education, 34: 1–67.
27. Hillage, J., Pearson, R., Anderson, A., and Tamkin, P., 1998. Excellence in Research in Schools, London: DfEE/Institute of Employment Studies.
28. McGlynn, A., 1991. Research and policy-making in Scottish education: The role of the Research and Intelligence Unit (RIU). Scottish Educational Review, 23 (2): 13–33.
29. Nisbet, J., 1995. Pipers and Tunes: A Decade of Educational Research in Scotland, Edinburgh: Scottish Council for Research in Education.
30. Nisbet, J., and Broadfoot, P., 1980. The Impact of Research on Policy and Practice in Education, Aberdeen: Aberdeen University Press.
31. Raffe, D., Still working together? Reflections on the interface between policy and research. Paper presented at the Lifelong Learning Policy and Research: Rhetoric and Reality. 9th Scottish Forum on Lifelong Learning. November82002. Glasgow Caledonian University.
32. Selden, R., The impact of educational research. The Role or Research in Mature Education Systems, Proceedings of the NFER International Jubilee Conference held at Oakley Court. December2–41996, Windsor. Edited by: Hegarty, S., pp. 245–268.
33. Tizard, B., 1975. Early Childhood Education: A Review and Discussion of Current Research in Britain, Windsor: NFER Publishing Co.
34. Usher, R., 1996. “ A critique of the neglected epistemological assumptions of educational research ”. In Understanding Educational Research, Edited by: Scott, D., and Usher, R., London: Routledge.
35. Wiliam, D., 2003. Ability grouping in schools: Does it matter? A response to Ireson and Hallam. The Psychology of Education Review, 27 (1): 12–14.