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dc.contributor.authorWollscheid, Sabine
dc.contributor.authorOpheim, Vibeke
dc.date.accessioned2017-12-14T12:31:21Z
dc.date.available2017-12-14T12:31:21Z
dc.date.created2016-07-11T15:26:21Z
dc.date.issued2016
dc.identifier.issn2002-0317
dc.identifier.urihttp://hdl.handle.net/11250/2471802
dc.description.abstractThe international trend of evidence-based practice has led to the establishment of a new type of organisation, knowledge brokering initiatives, to strengthen the link between research-based knowledge and policy and practice. Policymakers in many countries, among them the Nordic countries, have increasingly paid attention in grounding decisions on the best evidence, for example, to addressing declining learning outcomes among students. Even though the Nordic countries share a long tradition of lifelong learning and valuing research in policy-making, the establishment of such initiatives in education is a relatively new phenomenon. Applying a systematic mapping approach, our purpose is to portray existing initiatives in the five Nordic countries, Denmark, Finland, Iceland, Norway and Sweden, by describing similarities and differences in their main characteristics, organisation, mandate and conceptions of knowledge and methods. In general, we find different patterns of initiatives across the Nordic countries, with the highest number and variation in Denmark, in contrast to Finland with a less varied pattern and a broader concept of evidence-informed practice. By discussing the findings in light of context differences in the link between teacher education and research, we provide some implications for further research.nb_NO
dc.language.isoengnb_NO
dc.relation.urihttp://www.nordstep.net/index.php/nstep/article/view/31111
dc.subjectNordic countriesnb_NO
dc.subjectKnowledge brokering initiativesnb_NO
dc.subjectSystematic mapnb_NO
dc.subjectTeacher educationnb_NO
dc.titleKnowledge brokering initiatives in education – a systematic map of the Nordic countriesnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber18nb_NO
dc.source.volume2016nb_NO
dc.source.journalNordic Journal of Studies in Educational Policynb_NO
dc.source.issue1nb_NO
dc.identifier.doi10.3402/nstep.v2.31111
dc.identifier.cristin1367511
cristin.unitcode7463,0,0,0
cristin.unitnameNIFU Nordisk institutt for studier av innovasjon, forskning og utdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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