Making sense of the impact agenda in UK higher education. A case study of Preventing Violent Extremism policy in schools.

Autor/in	Jerome, Lee
Titel	Making sense of the impact agenda in UK higher education. A case study of Preventing Violent Extremism policy in schools.
Quelle	In: Journal of social science education, 19 (2020) 2, S. 8-23Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-1958
Schlagwörter	Evaluation; Extremismus; Sozialpädagogische Betreuung; Gewaltprävention; Sozialpädagoge; Leistung; Prävention; Wirksamkeit; Wirkungsforschung; Großbritannien
Abstract	This article explores the policy context in the UK around securing impact from academic research, particularly from the perspective of a social science education researcher. The article locates impact studies within debates about broader accountability frameworks. Insights from this literature are applied to a case study about Preventing Violent Extremism (PVE) policy. Linear models of 'impact' are problematic for social science education researchers (especially (ex) school teachers) for several reasons. First, research and impact may be intertwined, especially in broader development work with practitioners. Second, impact in schools and on learners is often difficult to measure. Third, it is not always clear how the research contributes to impact, as opposed to other roles or activities in professional communities. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1