This book explains how decisions about education and educational
policymaking can be informed by research-based knowledge. The
authors develop a framework to organize three approaches to
informing education policies with research-based knowledge. These
approaches are policy dialogue as persuasion, policy dialogue as
negotiation, and policy dialogue as participation and
organizational learning. In addition, they develop a nine-stage
model for how best to permit research to influence this type of
organizational learning. A current review of literature in research
vitalization in education is also discussed.
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