Knowledge creation as an approach to facilitating evidence informed practice: Examining ways to measure the success of using this method with early years practitioners in Camden (London)-Reference-Cited by-同舟云学术

Knowledge creation as an approach to facilitating evidence informed practice: Examining ways to measure the success of using this method with early years practitioners in Camden (London)

Published:2014-08-02 Issue:1 Volume:16 Page:79-99
ISSN:1389-2843
Container-title:Journal of Educational Change
language:en
Short-container-title:J Educ Change

Author:

Brown Chris,Rogers Sue

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s10833-014-9238-9.pdf

Reference41 articles.

1. Anning, A. (2006). Early years education: Mixed messages and conflicts. In D. Kassem, E. Muti, & J. Robinson (Eds.). Education studies: Issues and critical perspectives. Maidenhead: Open University Press.

2. Biesta, G. (2007). Why ‘what works’ won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.

3. Brown, C. (2013). Making evidence matter: A new perspective on evidence-informed policy making in education. London: IOE Press.

4. Brown, C. (2014). Evidence informed policy and practice in education. A sociological grounding. London: Bloomsbury.

5. Cartwright, N. (2013). Knowing what we are talking about: Why evidence doesn’t always travel. Evidence & Policy, 9(1), 97–112.

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