| Title: |
'Putting Science into Action': A Case Study of How an Educational Intermediary Organization Synthesizes and Translates Research Evidence for Practice |
| Language: |
English |
| Authors: |
Ashley Metzger (ORCID 0000-0003-4586-2715); Addison Duane (ORCID 0000-0002-0105-1235); Amia Nash (ORCID 0000-0002-3593-7747); Valerie Shapiro (ORCID 0000-0003-4493-8829) |
| Source: |
International Journal of Education Policy and Leadership. 2024 20(1). |
| Availability: |
PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Data Collection; Case Studies; Information Dissemination; Information Networks; Scientific and Technical Information; Scientific Research; Research Utilization; Research and Development; Theory Practice Relationship; Partnerships in Education; Information Systems; Communication Strategies; Educational Innovation; Educational Resources |
| Geographic Terms: |
California (Berkeley) |
| DOI: |
10.22230/ijepl.2024v20n1a1421 |
| ISSN: |
1555-5062 |
| Abstract: |
Background: Knowledge brokering by intermediary organizations includes knowledge distillation processes (e.g., synthesis, translation). Aims and objectives: This article explores how an educational intermediary performs research distillation when creating virtual knowledge reservoirs for educators. Methods: The authors use qualitative data from semi-structured interviews, coded to consensus, and thematically analyzed. Findings: During synthesis, intermediaries apply a "research lens" to evaluate the credibility of the evidence. During translation, they rely on their experience as educators to share evidence in a non-academic voice and generate "turnkey" strategies. Discussion and conclusion: The article considers the knowledge brokering pipeline fallacy and examines the potential of ongoing processes for improving the effectiveness of intermediaries with the aim of diminishing research-practice and research-policy gaps in education. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1437797 |
| Database: |
ERIC |