Advanced search
Publication Cover
Cambridge Journal of Education Volume 38, 2008 - Issue 1: Knowledge Transformation and Impact
Submit an article Journal homepage
4,319
Views
68
CrossRef citations to date
0
Altmetric
Articles

Research and evidence‐informed practice: focusing on practice and practitioners

Philippa Cordingley Centre for the Use of Research & Evidence in Education (CUREE), Coventry, UKCorrespondence[email protected]
Pages 37-52 | Published online: 13 Nov 2009

Citations (68)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (27)

Andrea Nolan & Louise Paatsch. (2024) Name it and claim it: supporting early childhood teachers to recognise themselves as researchers. International Journal of Early Years Education 32:2, pages 272-287.
Read now
Louise Verhoef, Monique Volman & Lisa Gaikhorst. (2022) The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools. Professional Development in Education 48:5, pages 861-877.
Read now
Clare Brooks. (2021) The quality conundrum in initial teacher education. Teachers and Teaching 27:1-4, pages 131-146.
Read now
Nektarios Tzempelikos, Kaouther Kooli, Merlin Stone, Eleni Aravopoulou, Robin Birn & Emmanuel Kosack. (2020) Distribution of Marketing Research Material to Universities: The Case of Archive of Market and Social Research (AMSR). Journal of Business-to-Business Marketing 27:2, pages 187-202.
Read now
Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Kimberly L. Oliver. (2019) Developing teachers’ pedagogical identities through a community of practice: learning to sustain the use of a student-centered inquiry as curriculum approach. Sport, Education and Society 24:8, pages 855-866.
Read now
Giorgio Ostinelli. (2019) Between university and school: the School Improvement Advisor/researcher (SIA). International Journal of Leadership in Education 22:2, pages 189-205.
Read now
Naomi Flynn. (2019) Facilitating evidence-informed practice. Teacher Development 23:1, pages 64-82.
Read now
Khalid Arar. (2018) Using insider research in MEd final projects to bridge the theory/practice gap. International Journal of Leadership in Education 21:4, pages 462-478.
Read now
Susan Graves & Alexis Moore. (2018) How do you know what works, works for you? An investigation into the attitudes of senior leaders to using research evidence to inform teaching and learning in schools. School Leadership & Management 38:3, pages 259-277.
Read now
Kimberly L. Oliver, Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Ana-Alycia Rodriguez. (2018) ‘Where do I go from here?’: learning to become activist teachers through a community of practice. Physical Education and Sport Pedagogy 23:2, pages 150-165.
Read now
Susan Davis. (2017) Drama and arts-based professional learning: exploring face-to-face, online and transmedia models. Teaching Education 28:4, pages 333-348.
Read now
Amanda Cooper, Don A. Klinger & Patricia McAdie. (2017) What do teachers need? An exploration of evidence-informed practice for classroom assessment in Ontario. Educational Research 59:2, pages 190-208.
Read now
Wilfried Admiraal, Maartje Buijs, Wout Claessens, Terence Honing & Jan Karkdijk. (2017) Linking theory and practice: teacher research in history and geography classrooms. Educational Action Research 25:2, pages 316-331.
Read now
Glen Speering. (2016) Professional development programmes for teachers in the Northern Territory of Australia: enablers and inhibiters for success in two aspirant leadership programmes. Professional Development in Education 42:5, pages 732-751.
Read now
Giorgio Ostinelli. (2016) The many forms of research-informed practice: a framework for mapping diversity. European Journal of Teacher Education 39:5, pages 534-549.
Read now
Steve Higgins & Maria Katsipataki. (2016) Communicating comparative findings from meta-analysis in educational research: some examples and suggestions. International Journal of Research & Method in Education 39:3, pages 237-254.
Read now
Richard Procter. (2015) Teachers and school research practices: the gaps between the values and practices of teachers. Journal of Education for Teaching 41:5, pages 464-477.
Read now
Tim Corcoran, Louise Rowling & Marilyn Wise. (2015) The potential contribution of Intermediary Organizations for implementation of school mental health. Advances in School Mental Health Promotion 8:2, pages 57-70.
Read now
Pete Boyd. (2014) Learning conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education 22:4, pages 441-456.
Read now
Jacqueline Aundrée Baxter. (2014) An independent inspectorate? Addressing the paradoxes of educational inspection in 2013. School Leadership & Management 34:1, pages 21-38.
Read now
Lídia Puigvert, Miranda Christou & John Holford. (2012) Critical Communicative Methodology: including vulnerable voices in research through dialogue. Cambridge Journal of Education 42:4, pages 513-526.
Read now
Helen Hedges. (2012) Teachers’ funds of knowledge: a challenge to evidence-based practice. Teachers and Teaching 18:1, pages 7-24.
Read now
PATRICK CARMICHAEL. (2012) Tribes, Territories and Threshold Concepts: Educational materialisms at work in higher education. Educational Philosophy and Theory 44:sup1, pages 31-42.
Read now
Naomi McLeod. (2011) Exploring Early Years educators' ownership of language and communication knowledge and skills: a review of key policy and initial reflections on Every Child a Talker and its implementation. Education 3-13 39:4, pages 429-445.
Read now
Claire Sinnema, Alison Sewell & Andrea Milligan. (2011) Evidence-informed collaborative inquiry for improving teaching and learning. Asia-Pacific Journal of Teacher Education 39:3, pages 247-261.
Read now
Ben Levin. (2010) Leadership for evidence-informed education. School Leadership & Management 30:4, pages 303-315.
Read now
Yvonne Hillier & Andrew Morris. (2010) Critical practitioners, developing researchers: the story of practitioner research in the lifelong learning sector. Journal of Vocational Education & Training 62:1, pages 89-101.
Read now

Articles from other publishers (41)

Natalia Contreras, Eva Liesa & Mireia Giralt-Romeu. (2024) How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum. Teaching and Teacher Education 140, pages 104478.
Crossref
Mairin Hennebry-Leung, Idoia Elola & Gary Harfitt. (2024) Leaving the comfort zone: Towards closer partnership between scholars and practitioners. System 121, pages 103252.
Crossref
S.E.A. Groothuijsen, L.H. Bronkhorst, G.T. Prins & W. Kuiper. (2023) Designing for impact? Identifying characteristics of teacher-researchers’ practice-oriented educational research studies with impact. International Journal of Educational Research Open 4, pages 100224.
Crossref
Haylen Perines & Nina Hidalgo. (2022) What Do Student-Teachers Think About The Integration of Research Into Teacher Education Programs?. Educational Practice and Theory 44:1, pages 95-109.
Crossref
Alma Harris, Zoe Elder, Michelle Suzette Jones & Angella Cooze. (2022) Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base. Cylchgrawn Addysg Cymru / Wales Journal of Education 24:1.
Crossref
Lucy Rycroft‐Smith. (2022) Knowledge brokering to bridge the research‐practice gap in education: Where are we now?. Review of Education 10:1.
Crossref
Lucy Rycroft‐Smith & Andreas J. Stylianides. (2022) What makes a good educational research summary? A comparative judgement study of mathematics teachers' and mathematics education researchers' views. Review of Education 10:1.
Crossref
Joel R. Malin & Gul Muhammad Rind. (2022) Making the case for project‐based learning: An examination of research evidence translation and mobilisation in education. Review of Education 10:1.
Crossref
Hadjar Mohajerzad, Andreas Martin, Johannes Christ & Sarah Widany. (2021) Bridging the Gap Between Science and Practice: Research Collaboration and the Perception of Research Findings. Frontiers in Psychology 12.
Crossref
Joel R. Malin. (2021) How educational intermediaries connect research and practice. Phi Delta Kappan 103:4, pages 37-43.
Crossref
Kim Chwee Daniel Tan & Jennifer Yeo. 2021. Singapore Math and Science Education Innovation. Singapore Math and Science Education Innovation 259 271 .
Philip M. Newton, Ana Da Silva & Sam Berry. (2020) The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?. Frontiers in Education 5.
Crossref
James Anthony Russo. (2020) The Experiences and Identity Structures of Teacher-Researcher Hybrid Professionals in a Primary School Mathematics Context. Eurasia Journal of Mathematics, Science and Technology Education 16:7, pages em1861.
Crossref
Marta Ferrero. (2020) Can Research Contribute to Improve Educational Practice?. The Spanish Journal of Psychology 23.
Crossref
Kim Chwee Daniel Tan. 2020. Science Education in the 21st Century. Science Education in the 21st Century 181 190 .
Jan Baan, Lisa Gaikhorst, Jaccoline van 't Noordende & Monique Volman. (2019) The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes. Teaching and Teacher Education 84, pages 74-82.
Crossref
Carl J. Dunst, Marilyn Espe-Sherwindt & Deborah W. Hamby. (2019) Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?. European Journal of Educational Research volume-8-2019:volume8-issue2.html, pages 515-526.
Crossref
Steven Higgins. 2018. Improving Learning. Improving Learning.
Amanda Cooper, Joelle Rodway & Robyn Read. (2018) Knowledge Mobilization Practices of Educational Researchers Across Canada. Canadian Journal of Higher Education 48:1, pages 1-21.
Crossref
Patrick van Schaik, Monique Volman, Wilfried Admiraal & Wouter Schenke. (2018) Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research 90, pages 50-63.
Crossref
Ros Stuart-Buttle. 2018. Researching Catholic Education. Researching Catholic Education 43 55 .
Maria Elizabeth Kempen & Gertruida Maria Steyn. (2016) An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools. Journal of Asian and African Studies 52:2, pages 157-171.
Crossref
Haylen Perines & F. Javier Murillo. (2017) ¿Cómo mejorar la investigación educativa? Sugerencias de los docentes. Revista de la Educación Superior 46:181, pages 89-104.
Crossref
F. Javier Murillo Torrecilla & Haylen Alejandra Perines Véliz. (2016) Cómo los docentes no universitarios perciben la investigación educativa. Revista Complutense de Educación 28:1, pages 81-99.
Crossref
Bo Li, Hong-yang Gao, Rui Gao, Ying-pan Zhao, Qing-na Li, Yang Zhao, Xu-dong Tang & Hong-cai Shang. (2015) Joint development of evidence-based medical record by doctors and patients through integrated Chinese and Western medicine on digestive system diseases. Chinese Journal of Integrative Medicine 22:2, pages 83-87.
Crossref
Steve Higgins. (2016) Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits. Review of Education 4:1, pages 31-53.
Crossref
Huw TO Davies, Alison E Powell & Sandra M Nutley. (2015) Mobilising knowledge to improve UK health care: learning from other countries and other sectors – a multimethod mapping study. Health Services and Delivery Research 3:27, pages 1-190.
Crossref
Cherice Montgomery & Laura Catharine Smith. (2015) Bridging the Gap between Researchers and Practitioners. Die Unterrichtspraxis/Teaching German 48:1, pages 100-113.
Crossref
Caroline Marion & Nathalie Houlfort. (2016) Transfert de connaissances issues de la recherche en éducation : situation globale, défis et perspectives. Nouveaux cahiers de la recherche en éducation 18:2, pages 56-89.
Crossref
Wan NgWan Ng. 2015. New Digital Technology in Education. New Digital Technology in Education 25 48 .
Helen Colley. (2013) What (a) to do about ‘impact’: a Bourdieusian critique. British Educational Research Journal 40:4, pages 660-681.
Crossref
Deborah Saltman, Debra Jackson, Phillip J Newton & Patricia M Davidson. (2013) In pursuit of certainty: can the systematic review process deliver?. BMC Medical Informatics and Decision Making 13:1.
Crossref
Carl J. Dunst, Carol M. Trivette & Melinda Raab. (2013) An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies. Journal of Early Intervention 35:2, pages 85-101.
Crossref
. 2013. Connecting Inquiry and Professional Learning in Education. Connecting Inquiry and Professional Learning in Education 206 213 .
Ben Levin. (2013) To know is not enough: research knowledge and its use. Review of Education 1:1, pages 2-31.
Crossref
Adrian Cherney, Jenny Povey, Brian Head, Paul Boreham & Michele Ferguson. (2012) What influences the utilisation of educational research by policy-makers and practitioners?: The perspectives of academic educational researchers. International Journal of Educational Research 56, pages 23-34.
Crossref
Ben Levin. (2011) Mobilising research knowledge in education. London Review of Education.
Crossref
Margaret Lamont. 2011. Processes of Inquiry. Processes of Inquiry 63 88 .
Philippa Cordingley. 2011. Rethinking Educational Practice Through Reflexive Inquiry. Rethinking Educational Practice Through Reflexive Inquiry 213 227 .
Ann Webster-WrightAnn Webster-Wright. 2010. Authentic Professional Learning. Authentic Professional Learning 145 169 .
Ann Webster-WrightAnn Webster-Wright. 2010. Authentic Professional Learning. Authentic Professional Learning 19 57 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.