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Danish Clearinghouse for Educational ResearchCamilla Brørup Dyssegaard, Niels Egelund & Hanna Bjørnøy SommerselWhat enables or hindersthe use of research-based knowledgein primary and lower secondary school– a systematic review and state of the field analysisAUDANISH SCHOOL OF EDUCATIONAARHUS UNIVERSITY
WHAT ENABLES OR HINDERS THE USE OF RESEARCH-BASED KNOWLEDGEIN PRIMARY AND LOWER SECONDARY SCHOOL– A SYSTEMATIC REVIEW AND STATE OF THE FIELD ANALYSISClearinghouse – Research Series2017 Number 31What enables or hinders the useof research-based knowledgein primary and lower secondary school– a systematic reviewand state of the field analysisbyCamilla Brørup DyssegaardNiels EgelundHanna Bjørnøy SommerselDanish Clearinghouse for Educational ResearchDepartment of Education, Aarhus UniversityCopenhagen 2017345
Danish Clearinghouse for Educational Researchis a unit in the Danish School of Education, Aarhus UniversityTitleWhat enables or hinders the use of research-based knowledgein primary and lower secondary school – a systematic reviewand state of the field analysisCopyright 2017 by Danish Clearinghouse for Educational ResearchISBN 978–87–7684–670–1 (print)ISBN978–87–7684–669–5 (electronic version)ISSN 19045255Review groupProfessor Terje Ogden, Research Director, Norwegian Centre forChild Behavioural Development and Institute of Psychology,University of Oslo, NorwayProfessor Robert E. Slavin, Director, Center for Research andReform in Education, John Hopkins University, and Institute ofEffective Education,University of York, UK, and Chairman, Success For All FoundationProfessor Jonathan Sharples, Senior Researcher at EducationEndowment Foundation, UKClearinghouseMonth and year ofpublicationAssociate Professor Camilla Brørup Dyssegaard, HeadProfessor Niels EgelundResearch Assistant Hanna Bjørnøy SommerselJune 2017This report shallbe cited asDyssegaard, C.B., Egelund, N., Sommersel, H.B (2017) A systematicreview of what enables or hinders the use of research-basedknowledge in primary and lower secondary school. Copenhagen:Danish Clearinghouse for Educational Research, Department ofEducation, Aarhus UniversityContact addressDanish Clearinghouse for Educational Research(address, phone, email) Aarhus UniversityTuborgvej 164DK-2400 Copenhagen NV 45 87 16 39 learinghouseforuddannelsesforskning
WHAT ENABLES OR HINDERS THE USE OF RESEARCH-BASED KNOWLEDGEIN PRIMARY AND LOWER SECONDARY SCHOOL– A SYSTEMATIC REVIEW AND STATE OF THE FIELD ANALYSIS3ContentsForeword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Executive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Concepts and theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Results, state of the evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Results, state of the field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171.2 The educational field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171.3 Aims of the systematic review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191.4 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201.5 Time span, geographical, and language delimitations . . . . . . . . . . . . . . . . . . . . . . . . 211.6 Project organisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Implementation: concepts and theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242.1 Implementation science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242.2 Implementation in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252.3 Implementation strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262.4 Implementation frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272.5 Knowledge transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282.6 Dimensions of and factors affecting implementation . . . . . . . . . . . . . . . . . . . . . . . . 313 The narrative synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353.1 A theoretical model for the narrative synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353.2 Theme one: management and leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383.2.1 The role of management and leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393.2.2 Results from the four supplementary studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 463.2.3 Summary of the theme management and leadership . . . . . . . . . . . . . . . . . . . . . 463.3 Theme two: Professional development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473.3.1 The role of professional development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483.3.2 Summary of the professional development theme . . . . . . . . . . . . . . . . . . . . . . . 663.4 Theme three: support systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663.4.1 The role of support systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683.4.2 Results from the two supplementary studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 813.4.3 Summary of the theme support systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823.5 Theme four: fidelity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823.5.1 The role of fidelity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
4WHAT ENABLES OR HINDERS THE USE OF RESEARCH-BASED KNOWLEDGEIN PRIMARY AND LOWER SECONDARY SCHOOL– A SYSTEMATIC REVIEW AND STATE OF THE FIELD ANALYSIS3.5.2 Results from the three supplementary studies . . . . . . . . . . . . . . . . . . . . . . . . . 1083.5.3 Summary of the theme fidelity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1083.6 Theme five: attitudes and perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1093.6.1 Impact of attitudes and perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1103.6.2 Results from two supplementary studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1213.6.3 Summary of the theme attitudes and perceptions . . . . . . . . . . . . . . . . . . . . . . 1223.7 Theme six: sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1223.7.1 The issue of sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1233.7.2 Summary of the theme sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1283.8 Final analytical results regarding state of the evidence . . . . . . . . . . . . . . . . . . . . . . 1294 State of the field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1314.1 Countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1314.2 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1314.2.1 Policies and strategies for use of research findings in school . . . . . . . . . . . . . . . 1324.2.2 Initial teacher training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1354.2.3 Continuing professional development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1364.2.4 Support systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1374.2.5 Experiences with knowledge mobilisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1394.3 Summary of the state of the field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1405 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1415.1 Six thematic areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1415.2 Types of interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1455.3 Needs for further research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1456 References to textual commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1477 Complete overview of references included in the systematic review . . . . . . . . . . 1518 References included in the narrative synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . 160Appendix 1 Methods used in the systematic review . . . . . . . . . . . . . . . . . . . . . . . . 166Background and approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Design and process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Overview of systematic research mapping and synthesis . . . . . . . . . . . . . . . . . . . . . 167The screening process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Method of the narrative synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Appendix 2 Assessing the overall weight of evidence . . . . . . . . . . . . . . . . . . . . . . . 173Assessing the overall weight of evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Appendix 3 Robustness of the synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178Robustness of methods applied to the systematic research mapping . . . . . . . . . . . . . . . 178
WHAT ENABLES OR HINDERS THE USE OF RESEARCH-BASED KNOWLEDGEIN PRIMARY AND LOWER SECONDARY SCHOOL– A SYSTEMATIC REVIEW AND STATE OF THE FIELD ANALYSIS5Search process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178Screening and scoping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178Quality and quantity of studies available for the synthesis . . . . . . . . . . . . . . . . . . . . . 179Field-specific methodological challenges related to synthesis robustness . . . . . . . . . . . . 180Research designs utilised in the included studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 180Sample sizes and sampling procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Focus areas in the studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Context effects and the external validity of the available studies . . . . . . . . . . . . . . . . 182Robustness of the methods applied to the synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . 183Overall assessment of the robustness of the synthesis . . . . . . . . . . . . . . . . . . . . . . . . 184Appendix 4 Characterisation of the studies included for assessment . . . . . . . . . . . 186General character of the studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Specific character of the studies included . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Appendix 5 Characterisation of the studies in the synthesis . . . . . . . . . . . . . . . . . . 193General character of the studies included . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Specific character of the studies included . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196Appendix 6 State of the field: Methods and their relation to theory . . . . . . . . . . . . 199Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199Relation to theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199Appendix 7 State of the field portraits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Denmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Structure of primary and lower secondary education . . . . . . . . . . . . . . . . . . . . . . . . 201Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202Economics and funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209Further teacher training: skills development and seeking new knowledge . . . . . . . . . . 211Experiences: successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 212Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217Economics and funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223Further teacher training: skills development and seeking new knowledge . . . . . . . . . . 226Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226Finland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
6WHAT ENABLES OR HINDERS THE USE OF RESEARCH-BASED KNOWLEDGEIN PRIMARY AND LOWER SECONDARY SCHOOL– A SYSTEMATIC REVIEW AND STATE OF THE FIELD ANALYSISPolicy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230Economy and funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236Further teacher training: skills development and seeking new knowledge . . . . . . . . . . 237Experiences: Successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 239Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239Maryland, United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Further teacher training: Skill development and seeking new knowledge . . . . . . . . . . 249Experiences: Successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 249Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250New South Wales, Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251Economy and funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256Further teacher training: Skill development and seeking new knowledge . . . . . . . . . . 258Experiences: successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 259Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259New Zealand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269Further teacher training: skills development and seeking new knowledge . . . . . . . . . . 272Experiences: successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 274Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274Norway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279Economy and funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288Further teacher training: skills development and seeking new knowledge . . . . . . . . . . 290Experiences: Successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 291Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
WHAT ENABLES OR HINDERS THE USE OF RESEARCH-BASED KNOWLEDGEIN PRIMARY AND LOWER SECONDARY SCHOOL– A SYSTEMATIC REVIEW AND STATE OF THE FIELD ANALYSIS7Ontario, Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302Further teacher training: skills development and seeking new knowledge . . . . . . . . . . 304Experiences: Successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 306Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308Scotland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315Further teacher training: skill development and seeking new knowledge . . . . . . . . . . . 316Experiences: Successes, challenges and lessons learned . . . . . . . . . . . . . . . . . . . . . 317Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318Sweden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320Policy framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320Political strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321Economy and funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325Teacher education programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326Further teacher training: skills development and seeking new knowledge . . . . . . . . . . 327Experiences: successes, challenges, and lessons learned . . . . . . . . . . . . . . . . . . . . . 328Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328Appendix 8 Searches, inclusion and exclusion criteria . . . . . . . . . . . . . . . . . . . . . . 330Searches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331Inclusion/exclusion criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338Inclusion criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338Exclusion criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
8WHAT ENABLES OR HINDERS THE USE OF RESEARCH-BASED KNOWLEDGEIN PRIMARY AND LOWER SECONDARY SCHOOL– A SYSTEMATIC REVIEW AND STATE OF THE FIELD ANALYSISForewordThis is the full report on the systematic review of the international empirical research onwhat enables or hinders the use of research-based knowledge in primary and lower secondary school.The project was commissioned by the Danish Ministry of Education. Work on the projectwas carried out in the period 1 January 2016–28 March 2017.Clearinghouse would like to thank Professor Terje Ogden, Professor Robert E. Slavin, andProfessor Jonathan Sharples for their participation in the review group. The review group notonly accepted our invitation to participate in the project, they actively took up the challengeas reviewers of the relevant international research and the overall project.Clearinghouse also w
Clearinghouse - Research Series 2017 Number 31 What enables or hinders the use of research-based knowledge in primary and lower secondary school - a systematic review and state of the field analysis by Camilla Brørup Dyssegaard Niels Egelund Hanna Bjørnøy Sommersel Danish Clearinghouse for Educational Research
