Mark Rickinson
Biographic Data
| ID | 1500509 |
|---|---|
| NAME | Mark Rickinson |
| GIVEN NAMES | Mark |
| FAMILY NAME | Rickinson |
| SIGNATURE | RICKINSON M |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0001-5760-6458 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
How youth reference groups can contribute to amplify research findings to public discussions and potentially improve policy making
This article examines how Youth-led Participatory Action Research (YPAR) can amplify youth voices in public discourse and policy making, drawing on a case study of young Australians collaborating with academic researchers to analyse survey and interview data for the Australian Youth Barometer. At its core was a Youth Reference Group (YRG), which moved beyond tokenistic consultation by engaging directly in data analysis and knowledge production. I…
School Educators’ Use of Research: Findings from Two Large-Scale Australian Studies
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle’s Quality Teaching Rounds Project – to explore educators’ patterns of engagement with research. The combination of these studies provides data from a larger and more diverse…
Quality use of research evidence: Practitioner perspectives
Background: This article comes in response to two gaps within the research use literature: a lack of work on quality of use as distinct from quality of evidence, and a lack of research use models based on practitioner, as opposed to researcher, perspectives. Aims and objectives: The study probes into the views of education practitioners about ‘using research well’, and explores: (1) the extent to which those views align with or differ from a conc…
Measuring environmental locus of control: An analysis of instruments and their psychometric properties
Locus of Control (LOC) is a general term used in social and educational psychology to refer to the perceived source of control for behavioural outcomes. Since the 1980s, various instruments have been developed to measure this construct in relation to pro-environmental behaviours and action. In this article, we revisit the value of this construct and its measurement to offer a critical analysis of the psychometric properties and instrument constru…
Insights from a cross-sector review on how to conceptualise the quality of use of research evidence
Recent decades have seen widespread efforts to improve the generation and use of evidence across a number of sectors. Such efforts can be seen to raise important questions about how we understand not only the quality of evidence, but also the quality of its use. To date, though, there has been wide-ranging debate about the former, but very little dialogue about the latter. This paper focuses in on this question of how to conceptualise the quality…
The relational features of evidence use
The use of research evidence is increasingly seen as critical to improving practice across many areas of public policy. At the same time, the role of relationships and relational work have become far more widely recognised in many fields of professional practice. This paper brings together these two developments by focusing on the relational features of evidence use. Drawing on two studies of educational evidence use, in England and Australia, th…
The research-policy relationship in environmental and sustainability education
Within the field of environmental and sustainability education (ESE), the interaction between ESE research and ESE policy has received limited attention. Beyond ESE, however, the research-policy relationship has become an increasing focus for theoretical inquiry, empirical investigation and practical development. Against this backdrop, this article introduces a Special Issue that brings together new work from both within and beyond ESE that has e…
Understanding the research-policy relationship in ESE: Insights from the critical policy and evidence use literatures
This paper looks beyond the environmental and sustainability education (ESE) field for ideas on understanding the research-policy relationship. It examines two specific bodies of literature that have analysed the interplay of research and policy in different ways – critical policy studies and evidence use studies. Bringing these two literatures into conversation, we draw out insights in relation to: what counts as evidence in policy decision-maki…
Understanding evidence use within education policy: A policy narrative perspective
There are growing calls for improved understandings of the role of evidence within policy development. There is long-standing recognition of the role of narratives and narrative processes in public policy. The aim of this paper is to explore the potential of policy narratives as a way to make sense of evidence use in policy. Drawing on an exploratory study of evidence use by Australian education policymakers, we describe how policy narratives eme…
Sustainable schools programmes: What influence on schools and how do we know
This paper focuses on our experience of researching the influence of ResourceSmart Schools, a sustainable schools programme in Victoria, Australia. Drawing on ideas from programme theory and realist synthesis, we illustrate and reflect upon our approach to conceptualising, investigating and generating evidence about the programme’s impacts and influence in participating schools. This distinction is deliberate: it helps distinguish between efforts…
The differential impact of UK accredited teaching development programmes on academics' approaches to teaching
This mixed methods study used a survey with programme completers from 32 UK higher education institutions, and interviews and focus groups with programme completers, programme leaders, heads of department and pro‐vice‐chancellors, to explore the perceived impact of UK‐accredited teaching development programmes upon participants and departments. The perceived relation between the programmes and institutional missions and strategies was also explor…
Working with users: Some implications for educational research
In its emphasis in working with users of research throughout the processes of pedagogic research, the Teaching and Learning Research Programme (TLRP) has reflected a current interest across disciplines in user engagement to enhance research. The scale of the TLRP and the range of research genres encompassed by it have meant that it has provided a useful site for considering in some detail what is meant by enhancing pedagogic research in this way.…
Researching and understanding environmental learning: Hopes for the next 10 years
The tenth anniversary of Environmental Education Research comes at an interesting time. The next 10 years of the journal overlap with the United Nation’s Decade for Education for Sustainable Develo
Learners and Learning in Environmental Education: A critical review of the evidence
Recent analyses of the field of environmental education research have highlighted its rapidly expanding size and increasingly diverse nature (e.g. Hart & Nolan, 1999). This article reports on a review of a particular part of this field - namely, recent empirical studies of learners and learning in primary or secondary school environmental education. The review focuses specifically on the nature and quality of the evidence generated by the work in…
Environmental Education Research in the Classroom: A shared methodological reflection by the teacher and the researcher
This article constitutes an attempt by a teacher and a researcher to jointly present their dual perspectives on the experience of a pilot phase of school‐based research. The discussion focuses upon the methodological difficulties that we each experienced both before, and during, the period of the research. In light of these, the article discusses concrete ways in which the methodology of the broader study could be improved, and considers the deep…
Researching and understanding environmental learning: Hopes for the next 10 years
The tenth anniversary of Environmental Education Research comes at an interesting time. The next 10 years of the journal overlap with the United Nation’s Decade for Education for Sustainable Develo
Understanding the research-policy relationship in ESE: Insights from the critical policy and evidence use literatures
This paper looks beyond the environmental and sustainability education (ESE) field for ideas on understanding the research-policy relationship. It examines two specific bodies of literature that have analysed the interplay of research and policy in different ways – critical policy studies and evidence use studies. Bringing these two literatures into conversation, we draw out insights in relation to: what counts as evidence in policy decision-maki…
Understanding evidence use within education policy: A policy narrative perspective
There are growing calls for improved understandings of the role of evidence within policy development. There is long-standing recognition of the role of narratives and narrative processes in public policy. The aim of this paper is to explore the potential of policy narratives as a way to make sense of evidence use in policy. Drawing on an exploratory study of evidence use by Australian education policymakers, we describe how policy narratives eme…
The differential impact of UK accredited teaching development programmes on academics' approaches to teaching
This mixed methods study used a survey with programme completers from 32 UK higher education institutions, and interviews and focus groups with programme completers, programme leaders, heads of department and pro‐vice‐chancellors, to explore the perceived impact of UK‐accredited teaching development programmes upon participants and departments. The perceived relation between the programmes and institutional missions and strategies was also explor…
The research-policy relationship in environmental and sustainability education
Within the field of environmental and sustainability education (ESE), the interaction between ESE research and ESE policy has received limited attention. Beyond ESE, however, the research-policy relationship has become an increasing focus for theoretical inquiry, empirical investigation and practical development. Against this backdrop, this article introduces a Special Issue that brings together new work from both within and beyond ESE that has e…
Working with users: Some implications for educational research
In its emphasis in working with users of research throughout the processes of pedagogic research, the Teaching and Learning Research Programme (TLRP) has reflected a current interest across disciplines in user engagement to enhance research. The scale of the TLRP and the range of research genres encompassed by it have meant that it has provided a useful site for considering in some detail what is meant by enhancing pedagogic research in this way.…
Environmental Education Research in the Classroom: A shared methodological reflection by the teacher and the researcher
This article constitutes an attempt by a teacher and a researcher to jointly present their dual perspectives on the experience of a pilot phase of school‐based research. The discussion focuses upon the methodological difficulties that we each experienced both before, and during, the period of the research. In light of these, the article discusses concrete ways in which the methodology of the broader study could be improved, and considers the deep…
School Educators’ Use of Research: Findings from Two Large-Scale Australian Studies
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle’s Quality Teaching Rounds Project – to explore educators’ patterns of engagement with research. The combination of these studies provides data from a larger and more diverse…
Sustainable schools programmes: What influence on schools and how do we know
This paper focuses on our experience of researching the influence of ResourceSmart Schools, a sustainable schools programme in Victoria, Australia. Drawing on ideas from programme theory and realist synthesis, we illustrate and reflect upon our approach to conceptualising, investigating and generating evidence about the programme’s impacts and influence in participating schools. This distinction is deliberate: it helps distinguish between efforts…
Environmental Education Research in the Classroom: A shared methodological reflection by the teacher and the researcher
This article constitutes an attempt by a teacher and a researcher to jointly present their dual perspectives on the experience of a pilot phase of school‐based research. The discussion focuses upon the methodological difficulties that we each experienced both before, and during, the period of the research. In light of these, the article discusses concrete ways in which the methodology of the broader study could be improved, and considers the deep…
Learners and Learning in Environmental Education: A critical review of the evidence
Recent analyses of the field of environmental education research have highlighted its rapidly expanding size and increasingly diverse nature (e.g. Hart & Nolan, 1999). This article reports on a review of a particular part of this field - namely, recent empirical studies of learners and learning in primary or secondary school environmental education. The review focuses specifically on the nature and quality of the evidence generated by the work in…
Researching and understanding environmental learning: Hopes for the next 10 years
The tenth anniversary of Environmental Education Research comes at an interesting time. The next 10 years of the journal overlap with the United Nation’s Decade for Education for Sustainable Develo
Working with users: Some implications for educational research
In its emphasis in working with users of research throughout the processes of pedagogic research, the Teaching and Learning Research Programme (TLRP) has reflected a current interest across disciplines in user engagement to enhance research. The scale of the TLRP and the range of research genres encompassed by it have meant that it has provided a useful site for considering in some detail what is meant by enhancing pedagogic research in this way.…
The differential impact of UK accredited teaching development programmes on academics' approaches to teaching
This mixed methods study used a survey with programme completers from 32 UK higher education institutions, and interviews and focus groups with programme completers, programme leaders, heads of department and pro‐vice‐chancellors, to explore the perceived impact of UK‐accredited teaching development programmes upon participants and departments. The perceived relation between the programmes and institutional missions and strategies was also explor…
Sustainable schools programmes: What influence on schools and how do we know
This paper focuses on our experience of researching the influence of ResourceSmart Schools, a sustainable schools programme in Victoria, Australia. Drawing on ideas from programme theory and realist synthesis, we illustrate and reflect upon our approach to conceptualising, investigating and generating evidence about the programme’s impacts and influence in participating schools. This distinction is deliberate: it helps distinguish between efforts…
Understanding evidence use within education policy: A policy narrative perspective
There are growing calls for improved understandings of the role of evidence within policy development. There is long-standing recognition of the role of narratives and narrative processes in public policy. The aim of this paper is to explore the potential of policy narratives as a way to make sense of evidence use in policy. Drawing on an exploratory study of evidence use by Australian education policymakers, we describe how policy narratives eme…
Understanding the research-policy relationship in ESE: Insights from the critical policy and evidence use literatures
This paper looks beyond the environmental and sustainability education (ESE) field for ideas on understanding the research-policy relationship. It examines two specific bodies of literature that have analysed the interplay of research and policy in different ways – critical policy studies and evidence use studies. Bringing these two literatures into conversation, we draw out insights in relation to: what counts as evidence in policy decision-maki…
Insights from a cross-sector review on how to conceptualise the quality of use of research evidence
Recent decades have seen widespread efforts to improve the generation and use of evidence across a number of sectors. Such efforts can be seen to raise important questions about how we understand not only the quality of evidence, but also the quality of its use. To date, though, there has been wide-ranging debate about the former, but very little dialogue about the latter. This paper focuses in on this question of how to conceptualise the quality…
The relational features of evidence use
The use of research evidence is increasingly seen as critical to improving practice across many areas of public policy. At the same time, the role of relationships and relational work have become far more widely recognised in many fields of professional practice. This paper brings together these two developments by focusing on the relational features of evidence use. Drawing on two studies of educational evidence use, in England and Australia, th…
The research-policy relationship in environmental and sustainability education
Within the field of environmental and sustainability education (ESE), the interaction between ESE research and ESE policy has received limited attention. Beyond ESE, however, the research-policy relationship has become an increasing focus for theoretical inquiry, empirical investigation and practical development. Against this backdrop, this article introduces a Special Issue that brings together new work from both within and beyond ESE that has e…
Measuring environmental locus of control: An analysis of instruments and their psychometric properties
Locus of Control (LOC) is a general term used in social and educational psychology to refer to the perceived source of control for behavioural outcomes. Since the 1980s, various instruments have been developed to measure this construct in relation to pro-environmental behaviours and action. In this article, we revisit the value of this construct and its measurement to offer a critical analysis of the psychometric properties and instrument constru…
Quality use of research evidence: Practitioner perspectives
Background: This article comes in response to two gaps within the research use literature: a lack of work on quality of use as distinct from quality of evidence, and a lack of research use models based on practitioner, as opposed to researcher, perspectives. Aims and objectives: The study probes into the views of education practitioners about ‘using research well’, and explores: (1) the extent to which those views align with or differ from a conc…
School Educators’ Use of Research: Findings from Two Large-Scale Australian Studies
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle’s Quality Teaching Rounds Project – to explore educators’ patterns of engagement with research. The combination of these studies provides data from a larger and more diverse…
How youth reference groups can contribute to amplify research findings to public discussions and potentially improve policy making
This article examines how Youth-led Participatory Action Research (YPAR) can amplify youth voices in public discourse and policy making, drawing on a case study of young Australians collaborating with academic researchers to analyse survey and interview data for the Australian Youth Barometer. At its core was a Youth Reference Group (YRG), which moved beyond tokenistic consultation by engaging directly in data analysis and knowledge production. I…
Sociology (12 works) · Political science (10 works) · Pedagogy (9 works) · Psychology (9 works) · Computer Science (7 works) · Engineering (7 works) · Environmental Education and Sustainability (7 works) · Public relations (6 works) · Engineering ethics (5 works) · Environmental education (5 works)