Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
The (non-)use of configurative reviews in education
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
2017 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The push for evidence-based practice in education has led to a range of initiatives aimed at bridging the gap between research, policy and practice. Among these are the establishment of brokerage agencies with a mission to synthesise the findings of educational research. This development has been the subject of extensive controversy over the last decades. Critics emphasise that brokerage agencies in most fields prioritise experimental designs that measure the impact of interventions. However, the use of different methods for systematic reviews has increased over the last decade. In education, this development has included a growing interest in configurative reviews. Configurative approaches have been promoted as suitable for synthesising complex bodies of research and for pursuing questions that go beyond what works. This study explores the use of configurative reviews in two brokerage agencies that acknowledge the need to work with different kinds of reviews in education. However, the overall result shows that configurative reviews are rarely used. Less distinctive configurative elements can be identified in many reviews, but generally they operate within the frame of the conventional methodology and tend to be subordinated to an aggregative logic. These findings are discussed as threats to the relevance and quality of systematic reviewing in education.

Ort, förlag, år, upplaga, sidor
2017.
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hb:diva-11969DOI: 10.1080/20004508.2017.1297004OAI: oai:DiVA.org:hb-11969DiVA, id: diva2:1077989
Tillgänglig från: 2017-03-02 Skapad: 2017-03-02 Senast uppdaterad: 2017-11-29Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Levinsson, Magnus

Sök vidare i DiVA

Av författaren/redaktören
Levinsson, Magnus
Av organisationen
Akademin för bibliotek, information, pedagogik och IT
I samma tidskrift
Education Inquiry
Utbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 438 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf