Practitioner engagement in and/or with research and its impact on learners
Findings from a systematic research review throw new light on how practitioners in schools and colleges get involved in or with research, and about the impact which that has on their learners. This review explores:
- the obstacles to practitioner engagement in and/or with research;
- the forms of support that help practitioners overcome the obstacles; and
- the range of approaches practitioners use to engage in and/or with research.
This systematic review was sponsored by the General Teaching Council for England (GTCE), the Learning and Skills Improvement Service (LSIS), the Centre for the Use of Research and Evidence in Education (CUREE), and the National Teacher Research Panel (NTRP) which is funded by the Department for Education (DfE), and drew on literature in the fields of education, health and social services.
To view the report click here.
For a summary for practitioners, click here.
For a summary for policy makers, click here.
For a summary for researchers, click here.
For a summary for the learning and skills sector, click here.
This report can be cited as:
Bell, M., Cordingley, P., Isham., C. & Davis., R. (2010) Report of Professional Practitioner Use of Research Review: Practitioner engagement in and/or with research. Coventry: CUREE, GTCE, LSIS & NTRP. Available at: http://www.curee-paccts.com/node/2303.