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Educational Research Volume 59, 2017 - Issue 2: Evidence-informed practice in education: meanings and applications
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Articles

Developing a knowledge network for applied education research to mobilise evidence in and for educational practice

Carol CampbellOntario Institute for Studies in Education, University of Toronto, Toronto, CanadaCorrespondence[email protected]
,
Katina PollockFaculty of Education, Western University, London, Canada
,
Patricia BriscoeCollege of Education, Niagara University, Toronto, USA
,
Shasta Carr-HarrisOntario Institute for Studies in Education, University of Toronto, Toronto, Canada
&
Stephanie TutersCollege of Education, Niagara University, Toronto, USA
Pages 209-227 | Published online: 20 Jun 2017

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Man-Wai Chu, Barbara Brown & Sharon Friesen. (2022) Psychometric properties of the design-based professional learning for teachers survey. Professional Development in Education 48:4, pages 594-610.
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Mehdi Davari-Torshizi. (2020) Evidence-informed practice in assessment: forging the nexus between research, policy & practice. Assessment in Education: Principles, Policy & Practice 27:5, pages 544-561.
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Kim Schildkamp. (2019) Data-based decision-making for school improvement: Research insights and gaps. Educational Research 61:3, pages 257-273.
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Christie Fraser, Jayme Herman, Susan Elgie & Ruth A. Childs. (2018) How school leaders search for and use evidence. Educational Research 60:4, pages 390-409.
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Paul Campbell, Trista Hollweck & Deborah M. Netolicky. 2023. Professional Development for Practitioners in Academia. Professional Development for Practitioners in Academia 65 83 .
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Stephen MacGregor & Amanda Cooper. 2022. The Emerald Handbook of Evidence-Informed Practice in Education. The Emerald Handbook of Evidence-Informed Practice in Education 83 96 .
Trista Hollweck, Deborah M. Netolicky & Paul Campbell. (2021) Defining and exploring pracademia: identity, community, and engagement. Journal of Professional Capital and Community 7:1, pages 6-25.
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Gustavo Fischman, Audrey Amrein-Beardsley & Stephanie McBride-Schreiner. (2022) Education research is still the hardest science: a proposal for improving its trustworthiness and usability. F1000Research 11, pages 230.
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Sara Hennessy, Ruth Kershner, Elisa Calcagni & Farah Ahmed. (2021) Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach. Review of Education 9:3.
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Athanasios Vostanis. (2021) Book review. Tizard Learning Disability Review 26:3, pages 180-182.
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Katina Pollock & Carol Campbell. (2021) Guest editorial. Journal of Professional Capital and Community 6:1, pages 1-6.
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Amanda Cooper, Stephen MacGregor & Samantha Shewchuk. (2020) A research model to study research-practice partnerships in education. Journal of Professional Capital and Community 6:1, pages 44-63.
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Kathryn E. Joyce & Nancy Cartwright. (2019) Bridging the Gap Between Research and Practice: Predicting What Will Work Locally. American Educational Research Journal 57:3, pages 1045-1082.
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Christopher J. Garretson, Pamela A. Lemoine, Robert E. Waller & Michael D. Richardson. 2020. Knowledge Management Practices in the Public Sector. Knowledge Management Practices in the Public Sector 1 23 .
Marta Ferrero. (2020) Can Research Contribute to Improve Educational Practice?. The Spanish Journal of Psychology 23.
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Simona Iftimescu, Georgeta Ion, Carmen Proteasa, Romiţă Iucu, Elena Marin & Mihaela Stîngu. 2020. European Higher Education Area: Challenges for a New Decade. European Higher Education Area: Challenges for a New Decade 323 340 .
Jennifer Lawlor, Kristen Mills, Zachary Neal, Jennifer Watling Neal, Camren Wilson & Kathryn McAlindon. (2019) Approaches to measuring use of research evidence in K-12 settings: A systematic review. Educational Research Review 27, pages 218-228.
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Gustavo E. Fischman, Kate T. Anderson, Adai A. Tefera & Steven J. Zuiker. (2018) If Mobilizing Educational Research Is the Answer, Who Can Afford to Ask the Question? An Analysis of Faculty Perspectives on Knowledge Mobilization for Scholarship in Education. AERA Open 4:1, pages 233285841775013.
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Réjane Monod-Ansaldi, Michèle Prieur, Bertille Joseph, Benoît Meslin, Isabelle Lermigeaux-Sarrade & Séverine Thiboud. (2017) Les fonctions de passeur à l’épreuve de l’expérimentation au sein de l’institut Carnot de l’ÉducationThe role of brokers in the French Carnot Institute of Education. Revue française de pédagogie:201, pages 61-70.
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