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      Educational Research and Policymaking: findings from some transitional countries

      London Review of Education

      IOE Press

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          Abstract

          This paper explores the debate about the relationship between educational research and educational policymaking and practice. It considers why the translation of research into practice appears to be limited, and the policy implications that arise from these limitations. In this epistemic setting, aspects of the organisation of educational research in some western countries, and the contrasting position in some transitional countries, are considered. Demands on educational research in both settings, it is argued, are based partly on misunderstandings of what it can achieve. It is important to reach a clearer understanding of the possibilities if the benefits that are available from research are to be realised.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 November 2003
          : 1
          : 3
          : 217-228
          Article
          1474-8460(20031101)1:3L.217;1- s5.phd /ioep/clre/2003/00000001/00000003/art00005
          10.1080/1474846032000146776
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          London Review of Education
          Volume 1, Issue 3

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