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  • Author or Editor: Jean Ramde x
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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.

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