Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia

Blackmore, Jill 2002, Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia, Social policy and society, vol. 1, no. 3, pp. 257-266.

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Title Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia
Author(s) Blackmore, Jill
Journal name Social policy and society
Volume number 1
Issue number 3
Start page 257
End page 266
Publisher Cambridge University Press
Place of publication London, England
Publication date 2002
ISSN 1474-7464
Summary Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

Notes Published online by Cambridge University Press 24 Jun 2002
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2002, Cambridge University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001443

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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