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Bounded decision-making, teachers’ reflection, and organisational learning: how research can inform teachers and teaching

Cain, T; Brindley, S; Brown, C; Jones, G; Riga, F

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Authors

T Cain

S Brindley

C Brown

G Jones

F Riga



Abstract

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision‐making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners

Citation

Cain, T., Brindley, S., Brown, C., Jones, G., & Riga, F. (2019). Bounded decision-making, teachers’ reflection, and organisational learning: how research can inform teachers and teaching. British Educational Research Journal, https://doi.org/10.1002/berj.3551

Journal Article Type Article
Acceptance Date Jun 7, 2019
Online Publication Date Jun 28, 2019
Publication Date 2019
Deposit Date Sep 4, 2019
Publicly Available Date Mar 29, 2024
Journal British Educational Research Journal
Print ISSN 0141-1926
Publisher Wiley
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1002/berj.3551

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