The Relational Features of Evidence Use

Autor/inn/en	Rickinson, Mark; Edwards, Anne
Titel	The Relational Features of Evidence Use
Quelle	In: Cambridge Journal of Education, 51 (2021) 4, S.509-526 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rickinson, Mark) ORCID (Edwards, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1865877
Schlagwörter	Research Utilization; Evidence; Educational Research; Foreign Countries; Relationship; Expertise; Policy Formation; Universities; United Kingdom (England); Australia + Suchen Sie Ihr Suchwort? Forschungsumsetzung; Evidenz; Bildungsforschung; Pädagogische Forschung; Ausland; Wechselbeziehung; Expert appraisal; Politische Betätigung; University; Universität; Australien
Abstract	The use of research evidence is increasingly seen as critical to improving practice across many areas of public policy. At the same time, the role of relationships and relational work have become far more widely recognised in many fields of professional practice. This paper brings together these two developments by focusing on the relational features of evidence use. Drawing on two studies of educational evidence use, in England and Australia, the authors explore how concepts from studies of inter-professional collaboration -- 'relational expertise', 'common knowledge' and 'relational agency' -- might help in making sense of how research evidence is used and how such processes can be supported. The authors argue that these concepts can help in terms of: supporting more interactive approaches to evidence use; unpicking what is happening within the relational aspects of evidence use; and specifying what is involved in high-quality evidence use relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01