Exploring a practitioner-based interpretive approach to reviewing research literature

P. Kahn, T. Wareham, R. Young, I. Willis, R. Pilkington

Research output: Contribution to journalArticlepeer-review

Abstract

The application of educational research to practice remains an issue of concern, and yet there has been relatively little consideration of this in relation to reviews of research. While the professional user review hitherto represents the most relevant approach, this involves users applying the findings of an earlier review rather than carrying out an original review. Through a case study, we propose an interpretive approach to reviewing research literature that is fully rooted in practitioner perspectives. We argue that our review methodology maintains a balance between contributions from the research literature and from practitioner perspectives; with both extracted data and practitioner commentary incorporated into our synthesis, alongside a dialogue incorporating alternative voices. Our methodology thus represents a novel way to develop applicable forms of understanding within the field.
Original languageEnglish
Pages (from-to)169-180
Number of pages12
JournalInternational Journal of Research and Method in Education
Volume31
Issue number2
DOIs
Publication statusPublished - 20 Jun 2008

Keywords

  • Dialogue
  • Interpretive research
  • Narrative review
  • Practitioner research
  • Reflective practice
  • Review methodology

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