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National Strategy for Systematic Reviewing in EducationNSSRE brought together the main funders of systematic reviews in education. It was established to facilitate the development of systematic reviews, both in their production and use, and worked closely with centres of systematic reviewing on ways of encouraging further funding, improving coordination and promoting greater use.NSSRE envisaged a time when teachers, decision makers, practitioners and all others engaged in teaching and learning will be able to draw on a well-organised, accessible and validated bodies of professional knowledge to inform their practice. A key contribution to this will come from systematic reviews of research evidence. In order for research evidence to be used effectively, it needs to be accessible to its users. By its nature, research evidence is generated in many centres, is often tailored to a quite specific context and may be reported through any one of hundreds of channels. To enable evidence to build up and be made available for general use, secondary work needs to be done on the primary studies. Reviews of research do this. There are many approaches to reviewing and their emphases vary across areas of knowledge and countries of the world. The value of each approach depends partly on its purpose. The NSSRE initiative was concerned with reviews whose purpose is to: • Address key questions arising in practice and/or policy • Produce statements that are helpful to a range of users, including practitioners, policymakers, research planners, service leaders • Draw on evidence that is both robust and relevant to the question Systematic reviews use explicit criteria and methods to assemble, assess and synthesise the outcomes of primary studies relevant to a given question. Systematic reviews are well established in some knowledge areas, such as healthcare and have recently developed in education. There are a variety of approaches to systematic reviewing. In England, an approach developed by the Evidence for Policy and Practice Information and Coordinating (EPPI) Centre addresses education specifically. Key partners The Department for Education & Skills The Cabinet Office Teacher Training Agency General Teaching Council for England Economic and Social Research Council The Higher Education Academy Events Two workshops have been held involving the key partners, and academics involved in education review groups through the EPPI-Centre. Notes from these workshops are available here: Notes from the workshop on 14th December 2005 Notes from the workshop on 7th March 2006 (to be added shortly) |
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