Abstract
Over the past decades, “implementation science” has become a central concern of policymakers, researchers, and practitioners in medicine and more recently education. It is thought that education could be improved if researchers and practitioners collaborated more to incorporate relevant research findings. The typical assumption is that there is a qualitative gap between research and practice. It is argued this is a mistaken assumption that impedes well-intentioned advocates of implementation as they try to improve practice. This chapter develops an alternative to the dominant account of research and practice emphasizing that both researchers and practitioners engage in practical activities that involve theories, evidence, and action.
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Wortham, S. (2018). Reimagining Research and Practice in Education. In: Kritt, D. (eds) Constructivist Education in an Age of Accountability . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-66050-9_16
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DOI: https://doi.org/10.1007/978-3-319-66050-9_16
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