Rees, Rebecca;
Elbourne, Diana;
(2004)
Methodological issues.
In: Andrews, Richard, (ed.)
The impact of ICT on literacy education.
(pp. 180-201).
Routledge: London, UK.
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Abstract
In this chapter we begin by exploring the needs for research evidence to inform policy, practice and future research, and introduce the role of systematic reviews. Having described this approach, we then consider some controversies which have been generated. We go on to detail the methods used in the work of the Evidence for Policy and Practice Information and Co-ordinating (EPPI) Centre, and finally the implementation of these methods in the particular systematic review which is the basis of this book – The Impact of ICT on 5-16 year olds’ Literacy in English.
| Type: | Book chapter |
|---|---|
| Title: | Methodological issues |
| ISBN: | 0415286956 |
| ISBN-13: | 9780415286961 |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | 11 - 16, 5 - 10, Cross-national, Primary school, Secondary school, Home, Systematic review, ICT, English |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1558421 |
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