From evidence-based practice to practice-based evidence: the idea of situated generalisation
From evidence-based practice to practice-based evidence: the idea of situated generalisation
Governments across the world are seeking improvements in school performance. One avenue to improvement that has been widely promulgated is the reform of teaching through the development of evidence-based practice. This paper reports evaluation data from a national programme in England that sought to put teachers at the heart of the search for evidence on which improvements in practice could be based. The analysis indicates that in each stage of the process of generating and using evidence, practices came to be refined or adopted- whether for the individual teacher, peers or schools- only if they connected closely with the situation in which the evidence for improving practice arose. The paper suggests that the concept 'situated generalisation' contributes to our understanding of how teachers generate, validate and use research knowledge to improve professional practice.
practice-based evidence, situated generalisation, teacher research, professional practice, evidence-based practice, teaching, learning, pedagogy
347-364
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
Kushner, Saville
d82aa515-f397-40d7-8271-496fdbb7a8fa
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
James, David
6607bafb-c9f0-413c-9d41-a8366fbd61a5
2003
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
Kushner, Saville
d82aa515-f397-40d7-8271-496fdbb7a8fa
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
James, David
6607bafb-c9f0-413c-9d41-a8366fbd61a5
Simons, Helen, Kushner, Saville, Jones, Keith and James, David
(2003)
From evidence-based practice to practice-based evidence: the idea of situated generalisation.
Research Papers in Education, 18 (4), .
(doi:10.1080/0267152032000176855).
Abstract
Governments across the world are seeking improvements in school performance. One avenue to improvement that has been widely promulgated is the reform of teaching through the development of evidence-based practice. This paper reports evaluation data from a national programme in England that sought to put teachers at the heart of the search for evidence on which improvements in practice could be based. The analysis indicates that in each stage of the process of generating and using evidence, practices came to be refined or adopted- whether for the individual teacher, peers or schools- only if they connected closely with the situation in which the evidence for improving practice arose. The paper suggests that the concept 'situated generalisation' contributes to our understanding of how teachers generate, validate and use research knowledge to improve professional practice.
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More information
Published date: 2003
Additional Information:
The paper is also relevant for understanding the kind of evidence base that may be useful to inform policy making in other professional practice areas such as social work, nursing and the health professions.
Keywords:
practice-based evidence, situated generalisation, teacher research, professional practice, evidence-based practice, teaching, learning, pedagogy
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 12681
URI: http://eprints.soton.ac.uk/id/eprint/12681
ISSN: 0267-1522
PURE UUID: 4e192857-9ad9-44a8-ad21-9248f7834d0e
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Date deposited: 17 Feb 2006
Last modified: 15 Mar 2024 05:07
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Author:
Saville Kushner
Author:
David James
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