Building bridges: how research may improve curriculum policies and classroom practice

摘要: Curriculum development is almost notorious for its weak relationship with research. Socio-political arguments usually dominate curriculum decision making (in most, including European, countries, all their variety). Priorities projects seldom arise from systematic monitoring and analysis of practices outcomes. Available research-based knowledge often insufficiently used during the process. And empirical information about actual uptake implementation innovations lacking. Altogether, one may conclude that hardly an evidence-based enterprise, in contrast to much policy rhetoric nowadays. Probably, few people would argue overly strong strategy – this be value-driven nature most curricular making. However, many like experience a more evidence-informed approach problems. This article will explore how better cross-fertilisation between educational research could strengthen base policies classroom practices. After effort articulate our conceptualisation (building on van den Akker (2003) Thijs (2009)), exploration’s emphasis potential ‘design research’ (D&DR), rapidly emerging combines three related goals: • optimisation interventions products (for example, curriculum frameworks educative materials) • design principles (as contribution base) • professional (of participants). The role outlined various stages development, particular attention given to: • quality criteria interventions • adequate methods procedures • growth generalisation issues.