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Key Issues And Future Directions In The Nexus Of Literacy Research, Policy And Practice., Pauline J. Harris
Key Issues And Future Directions In The Nexus Of Literacy Research, Policy And Practice., Pauline J. Harris
Faculty of Education - Papers (Archive)
Relationships among literacy research, policy and practice continue to constitute a contentious issue in the context of literacy policy reforms in Australia and overseas. Referring to these relationships as the Literacy Nexus, this paper explores the nexus in terms of research/policy relationships; policy/practice relationships; and practice/research relationships. The paper provides a review of related literature on these relationships, based on Australian and U.S. research studies and reports published since 2000; and highlights key issues inherent in these relationships. These issues include ways in which literacy research is used in literacy policy and the consequences of this use for the fields …
Influencing Policy And Practice Through Research On Early Childhood Education, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Pam Sammons
Influencing Policy And Practice Through Research On Early Childhood Education, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Pam Sammons
Faculty of Social Sciences - Papers (Archive)
This paper presents the scientific evidence from one study that has informed Early Years policy in the U.K. It begins with a description of the policy context in the early 1990s and shows how research was used to inform a decade of policy innovation. There have been many studies of ways that research has informed practice but fewer on instances of research shaping policy. This paper is one step in that direction, as advocated by Whitty (2007) and Huw, Nutley and Smith (2001).
Using A Sensemaking Approach To Explore Interrelationships Between Policy And Practice, Barbra Mckenzie
Using A Sensemaking Approach To Explore Interrelationships Between Policy And Practice, Barbra Mckenzie
Faculty of Education - Papers (Archive)
Increasingly the literature concerning change to schooling systems tends to use language more readily associated with that of business. Several researchers (Vinson, 2001; Hargreaves & Fullan, 1998; Fullan, 1999) warn of the shift from earlier views of education, towards a more recent perception that appears to consider education as a type of marketable commodity. Increasingly we are moving into a climate where schools are compared to business organizations, where the language of business and terms like knowledge economy (DEST, 2003:1) and middle managers (Fullan, 1999:16) are becoming more commonplace to describe the role of the modern school in society. This …