This paper presents a literature review on what works in Knowledge into Action in education including an examination of evidence-based models that support the effective translation of knowledge within the Scottish education system. It brings together ideas from What Works Scotland and the Robert Owen Centre for Educational Change.
Summary
Knowledge mobilisation is a major challenge for education systems around the world and this has been recognised as an important task for Education Scotland, the Scottish Government and those concerned with public sector reform.
This paper is a joint working paper bringing together ideas from What Works Scotland and the Robert Owen Centre for Educational Change at the University of Glasgow. The paper presents a literature review on what works in Knowledge into Action in education including an examination of evidence-based models that support the effective translation of knowledge within the Scottish education system.
Although this paper has a particular focus on building capacity to support Education Scotland’s role as the national improvement agency for education some of its findings are applicable more broadly across public service reform in Scotland. This review is structured in five further sections, exploring four questions and offering a commentary.
The questions are:
- What is knowledge into action?
- What do we know about knowledge into action in education?
- What are the some of the challenges associated with knowledge into action?
- What frameworks might help us to understand knowledge into action better?
The concluding commentary offers some reflections on the field and presents a potential model to be tested and refined as the fieldwork dimension of this project develops.
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More details
Authors: Christopher Chapman, Stuart Hall, research officer for the Robert Owen Centre for Educational Change, Kevin Lowden, research officer for the Robert Owen Centre for Educational Change, and Natalie Watters, post-doctoral research assistant for the Robert Owen Centre for Educational Change,
Publication date: July 2015
Type of publication: Literature review
