Abstract
Problems in the relationship between research and policy are often bemoaned, perhaps especially so in education. Researchers complain that the knowledge they generate is not read, understood or used by policy-makers, a problem that tends to be attributed to the malign influence of politics. Policy-makers, on the other hand (in which category I include politicians as well as senior officials) complain that research does not speak to the important problems they face, or is too qualified, inconsistent or unrealistic to be a useful basis for their work
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Levin, B. (2005). Improving Research-Policy Relationships: The Case of Literacy. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_31
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