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Göteborgs universitets publikationer

The (non-)use of configurative reviews in education

Författare och institution:
Magnus Levinsson (Institutionen för pedagogik och specialpedagogik); Tine Prøitz (-)
Publicerad i:
Paper presenterat vid ECER-konferensen 2015 i Budapest,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
The variety and use of different methods for systematic reviews has increased in Europe over the last decades, not least when it comes to syntheses of qualitative research. In education, this development appears to include a shift in focus from aggregative to configurative reviews. Although most reviews contain elements of both aggregation and configuration to some degree, there are substantial differences between these two approaches when it comes to philosophical underpinnings, methodology and outcome. In this paper we present an investigation of how this shift is characterised in leading literature within the field of education. Further, we explore and discuss the shift compared with the results of interview data and content analysis of systematic review reports. The main purpose of this study is to highlight important issues concerning the further development of systematic review within the field of education. We discuss the barriers and benefits of using systematic reviews within education and provide some pointers on necessary methodological development to enhance the usability and relevance of systematic reviewing in education.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Pedagogiskt arbete
evidence, systematic reviews, configurative research synthesis
Postens nummer:
Posten skapad:
2015-09-16 14:07

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