Perspectives on Knowledge Utilization in Education
In surveying the state of knowledge utilization (KU) in education, Paul Hood provides a succinct review of the most important thinking about KU over the past half century.
This paper describes the roles and implications of constructivism, complexity, tacit knowledge, and situated knowledge in knowledge creation, dissemination, and utilization.
In recognition of the troublesome gap between education research and practice, this paper describes a number of efforts to increase field-based collaboration among researchers and practitioners and, hence, knowledge utilization.
Finally, the paper presents a “highly selected” review of knowledge utilization literature.
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