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

conference contribution
posted on 2002-01-01, 00:00 authored by Jillian BlackmoreJillian Blackmore
Recent texts on globalisation and education policy refer to the rapid ¯ow 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.

History

Title of proceedings

Challenging futures: changing agendas in teacher education

Event

Challenging Futures Conference (2002: Armidale, N.S.W.)

Pagination

1 - 26

Publisher

University of New England - School of Education

Location

Armidale, N.S.W.

Place of publication

Armidale, N.S.W.

Start date

2002-02-03

End date

2002-02-07

ISBN-13

9780958144209

ISBN-10

0958144206

Language

eng

Publication classification

E1 Full written paper - refereed; E Conference publication

Editor/Contributor(s)

T Brown, J Reid

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    Research Publications

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