Exploring a practitioner‐based interpretive approach to reviewing research literature

Abstract

The application of educational research to practice remains an issue of concern, and yet there has been relatively little consideration of this in relation to reviews of research. While the professional user review hitherto represents the most relevant approach, this involves users applying the findings of an earlier review rather than carrying out an original review. Through a case study, we propose an interpretive approach to reviewing research literature that is fully rooted in practitioner perspectives. We argue that our review methodology maintains a balance between contributions from the research literature and from practitioner perspectives; with both extracted data and practitioner commentary incorporated into our synthesis, alongside a dialogue incorporating alternative voices. Our methodology thus represents a novel way to develop applicable forms of understanding within the field.

Keywords:

• review methodology
• practitioner research
• interpretive research
• reflective practice
• dialogue
• narrative review

Acknowledgements

We are grateful to all those involved in the review, including Jenny Moon as consultant, team members Sue Grace and Bland Tomkinson. We also acknowledge the contributions from the Postgraduate Certificate Leaders Northern Network and from Ranald Macdonald and the steering group. Contact with the other review teams funded by the Higher Education Academy also helped in developing the methodology.