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The (non-)use of configurative reviews in education
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The variety and use of different methods for systematic reviews has increased in Europe over the last decades, not least when it comes to syntheses of qualitative research. In education, this development appears to include a shift in focus from aggregative to configurative reviews. Although most reviews contain elements of both aggregation and configuration to some degree, there are substantial differences between these two approaches when it comes to philosophical underpinnings, methodology and outcome. In this paper we present an investigation of how this shift is characterised in leading literature within the field of education. Further, we explore and discuss the shift compared with the results of interview data and content analysis of systematic review reports. The main purpose of this study is to highlight important issues concerning the further development of systematic review within the field of education. We discuss the barriers and benefits of using systematic reviews within education and provide some pointers on necessary methodological development to enhance the usability and relevance of systematic reviewing in education.

sted, utgiver, år, opplag, sider
2015.
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Identifikatorer
URN: urn:nbn:se:hb:diva-11367OAI: oai:DiVA.org:hb-11367DiVA, id: diva2:1055664
Konferanse
Paper presented at the ECER-conference, Budapest Hungary, September 7-11, 2015.
Tilgjengelig fra: 2016-12-13 Laget: 2016-12-13 Sist oppdatert: 2018-04-29bibliografisk kontrollert

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http://gup.ub.gu.se/publication/222587-the-non-use-of-configurative-reviews-in-education

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Levinsson, Magnus

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RefereraExporteraLink to record
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