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Exploring a practitioner-based interpretive approach to reviewing research literature

Lookup NU author(s): Dr Richard Young

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Abstract

The application of educational research to practice remains an issue of concern, and yet there has been relatively little consideration of this in relation to reviews of research. While the professional user review hitherto represents the most relevant approach, this involves users applying the findings of an earlier review rather than carrying out an original review. Through a case study, we propose an interpretive approach to reviewing research literature that is fully rooted in practitioner perspectives. We argue that our review methodology maintains a balance between contributions from the research literature and from practitioner perspectives; with both extracted data and practitioner commentary incorporated into our synthesis, alongside a dialogue incorporating alternative voices. Our methodology thus represents a novel way to develop applicable forms of understanding within the field.

Publication metadata

Author(s): Kahn P, Wareham T, Young RG, Willis I, Pilkington R

Publication type: Article

Publication status: Published

Journal: International Journal of Research and Method in Education

Year: 2008

Volume: 31

Issue: 2

Pages: 169-180

ISSN (print): 1743-727X

ISSN (electronic): 1743-7288

Publisher: Taylor and Francis Group

URL: http://dx.doi.org/10.1080/17437270802212312

DOI: 10.1080/17437270802212312

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