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The myth of research-based practice: the critical case of educational inquiry

Hammersley, Martyn (2005). The myth of research-based practice: the critical case of educational inquiry. International Journal of Social Research Methodology, 8(4) pp. 317–330.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/1364557042000232844
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Abstract

Educational research in Britain has been subject to substantial government intervention in recent years. The rationale for this has been the demands made by a model of evidence-based policymaking and practice that carries implications for other fields of social research as well. In this paper, the growing influence of this model is sketched, and it is argued that it relies on some very questionable assumptions about what research can offer policymakers and practitioners. It is concluded that the consequences of enforcing this model are likely to be negative for both sides, but especially for research.

Item Type: Journal Article
Copyright Holders: 2005 Taylor & Francis
ISSN: 1464-5300
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 17150
Depositing User: Wendy Hunt
Date Deposited: 22 Jun 2009 11:16
Last Modified: 06 Dec 2010 06:19
URI: http://oro.open.ac.uk/id/eprint/17150
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