TY  - JOUR
AB  - In many countries concerns have been expressed about the merits of educational research. This paper reports on the outcomes of a review of reviews of such research in Australia and the UK. Taken at face value, the latest round of reviews are largely critical in the UK (where they have generated much debate) and mainly favourable in Australia (where they have not). In accounting for this difference the paper suggests that it might be explained in part as a function of how the reviews were conducted. In the UK reviews have tended to begin with the research and work forward to practice whereas in Australia they have been inclined to begin with practice and work back to the research. It is suggested that policy makers, practitioners and researchers in Australia and the UK have much to learn from each other's experience, as have those in other countries planning similar reviews.
VL  - 41
IS  - 4
SN  - 0957-8234
DO  - 10.1108/09578230310481649
UR  - https://doi.org/10.1108/09578230310481649
AU  - Ribbins Peter
AU  - Bates Richard
AU  - Gunter Helen
PY  - 2003
Y1  - 2003/01/01
TI  - Reviewing research in education in Australia and the UK: evaluating the evaluations
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
SP  - 423
EP  - 444
Y2  - 2024/05/06
ER  -