Use of research-based information by school practitioners and determinants of use: a review of empirical research
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Christian Dagenais
Christian Dagenais
Department of Psychology, Université de Montréal, and Centre for Liaison on Intervention and Prevention in the Psychosocial Area (CLIPP), Montréal, Canada
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Larysa Lysenko
Larysa Lysenko
Department of Education, and Centre for the Study of Learning and Performance, Concordia University, Montréal, Canada
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Philip C. Abrami
Philip C. Abrami
Department of Education, and Centre for the Study of Learning and Performance, Concordia University, Montréal, Canada
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Robert M. Bernard
Robert M. Bernard
Department of Education, and Centre for the Study of Learning and Performance, Concordia University, Montréal, Canada
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Jean Ramde
Jean Ramde
Department of Psychology, Université de Montréal, Canada
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Michel Janosz
Michel Janosz
School of Psychoeducation, Université de Montréal, Canada
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The trend towards using research knowledge to improve policies and practices is on the rise. However, despite considerable effort and notable progress in recent years, it seems that school practitioners continue to make little use of research and it is not clear what conditions would facilitate or obstruct this use. This review focuses exclusively on the available empirical1 research about (a) the use of research by school practitioners and (b) the determinants of use, and identifies future directions for research.
Christian Dagenais
Christian Dagenais
Department of Psychology, Université de Montréal, and Centre for Liaison on Intervention and Prevention in the Psychosocial Area (CLIPP), Montréal, Canada
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Larysa Lysenko
Larysa Lysenko
Department of Education, and Centre for the Study of Learning and Performance, Concordia University, Montréal, Canada
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Philip C. Abrami
Philip C. Abrami
Department of Education, and Centre for the Study of Learning and Performance, Concordia University, Montréal, Canada
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Robert M. Bernard
Robert M. Bernard
Department of Education, and Centre for the Study of Learning and Performance, Concordia University, Montréal, Canada
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Jean Ramde
Jean Ramde
Department of Psychology, Université de Montréal, Canada
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Michel Janosz
Michel Janosz
School of Psychoeducation, Université de Montréal, Canada
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