This book provides a fascinating insight into the sometimes troubled relationship between a researcha (TM) and a policy-makinga (TM) in education. It shows how each of these areas of social and intellectual endeavour is in a state of dynamic change and how, as a result, they are becoming more mutually inter-permeable and posing increasingly challenging problems for each other. It suggests a number of scenarios for the future development of the relationship and throws down some challenges for both communities.
Drawing together contributions from the premier league of UK educationalists the book is both thought-provoking and anxiously awaited by other academics wanting to learn from the experience of senior researchers.
