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The knowledge behind Brexit. A bibliographic analysis of ex-ante policy appraisals on Brexit in the United Kingdom and the European Union
Pattyn, V.; Gouglas, A.; Leeuwe, J. de 2020
The knowledge behind Brexit. A bibliographic analysis of ex-ante policy appraisals on Brexit in the United Kingdom and the European Union
Article / Letter to editor
open access
In this article we map and explain the sources of knowledge cited on 85 Brexit impact appraisals, 46 of which were formal impact assessments ordered and published by the European Parliament and 39... Show moreIn this article we map and explain the sources of knowledge cited on 85 Brexit impact appraisals, 46 of which were formal impact assessments ordered and published by the European Parliament and 39 ‘sectoral reports’ ordered by the UK Government and released by the House of Commons Exiting the EU Committee. All reports were published between the day after the UK referendum and the year after the start of the UK-EU negotiations. We conducted a citation analysis of 3537 references and tested author push and policy sector pull hypotheses with non-parametric tests. Our findings highlight the epistemic function of the professional referent groups to which authors belong. Authors tend to generate information and cite sources that are congruent with their ‘home group’ in the departmental unit where they work, or their larger professional group, even in urgent high-salient risk situations like Brexit. Differences between policy sectors do not strongly matter. Show less
Moving Beyond the Research-practice Gap: Impact of Teacher Research on Professional Development and Knowledge Utilization in Schools
Kan, C. van; Brouwer, P.; Smit, B.H.J.; Spreeuwenberg, L.; Swet, J. van; Admiraal, W.F. 2017
Moving Beyond the Research-practice Gap: Impact of Teacher Research on Professional Development and Knowledge Utilization in Schools
Event
open access
In various policy actions of the Dutch government, an assumption is made that teachers who had carried out a master thesis are able to generate knowledge and stimulate knowledge utilization in... Show more

In various policy actions of the Dutch government, an assumption is made that teachers who had carried out a master thesis are able to generate knowledge and stimulate knowledge utilization in schools (Ministerie van OCW, 2013). Yet evidence of positive effects of teacher research, either as part of a master’s program or carried out by inservice teachers is minimal and somewhat ambiguous. The current study aims to answer the following research questions:

  1. How is teacher research evaluated with respect to the professional development as teacher?
  2. How is teacher research evaluated with respect to knowledge utilization in schools?

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