Informing practice; improving research

Abstract

It is now the case that research actively informs the standing and desirability of some educational practices. There are also emerging and sometimes inconsistent expectations among policymakers, politicians, researchers, and practitioners about the quality of educational research that serves as investigative practice. This proceeding examines actual and desired practice across several areas of educational research including language and culture, cognition and instruction, and inclusion, in relation to informing research in those areas. This meeting will consider aspects of how to better inform practice and how to better improve research on that practice as part of an ongoing scholarly conversation among members of the School of Cognition, Language, and Special Education at Griffith University and in company with other educational researchers and practitioners who join this community of conversations as part of their own pursuits.