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From Theory to Use: Making Research More Usable and Useful for Educational Practitioners

Annual Review of Comparative and International Education 2019

ISBN: 978-1-83867-724-4, eISBN: 978-1-83867-723-7

Publication date: 17 June 2020

Abstract

Those who design and implement teacher professional development (TPD) in international donor-funded, low-resource environments often lack a strong foundation of evidence-based research to guide their work. This lack of a research base raises questions about the efficacy and quality of TPD in low-resource settings. Educational practitioners need, and want, quality research to improve the interventions they offer teachers. However, for reasons specific to academic research, the nature of donor funding, and the on-the-ground conditions in many developing countries, conducting evidence-based research is often fraught with difficulties. This article argues that research in donor-funded, low-resource contexts must be conceptualized, funded, and produced differently than is presently the case. Thus, the article proposes recommendations, from an educational practitioner perspective, to guide researchers in terms of framing their research, the research methods used, and communicating and disseminating findings.

Keywords

Citation

Burns, M. (2020), "From Theory to Use: Making Research More Usable and Useful for Educational Practitioners", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2019 (International Perspectives on Education and Society, Vol. 39), Emerald Publishing Limited, Leeds, pp. 47-53. https://doi.org/10.1108/S1479-367920200000039007

Publisher

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Emerald Publishing Limited

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