对教育研究人员知识动员方法的混合研究

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational Change Pub Date : 2024-09-06 DOI:10.1007/s10833-024-09517-w
Elizabeth Farley-Ripple, Stephen MacGregor
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引用次数: 0

摘要

改善教育研究与实践之间关系的呼声不绝于耳,其中包括努力帮助研究人员与政策和实践受众建立伙伴关系,并与他们进行更有效的沟通。认识到这一需求,美国国家科学院、工程院和医学院强调了将知识动员(KMb)纳入教育研究资助框架的重要性,以确保研究成果既有影响力,又能满足政策制定者和实践者的需求。在我们的研究中,我们试图确定并阐明弥合教育研究与实践之间鸿沟的有效策略,通过强调知识动员在推动研究影响方面的潜力,为教育变革的学术研究做出贡献。我们采用混合方法,对教育研究人员的知识管理实践进行了调查,首先进行了一项全国性调查,然后对通过调查确定的十个研究项目进行了深入的案例研究。我们的分析研究了从研究开始到知识传播的整个过程中知识是如何被调动起来的,并确定了在这些项目中支持有效知识管理的关键因素。我们证明,如果研究以实践为中心,利益相关者积极参与整个研究过程,知识管理战略能够满足政策和实践受众的需求,那么知识管理就有可能产生重大影响。我们还重点介绍了教育研究如何产生影响的实例。此外,我们还指出了知识管理的主要障碍,包括阻碍知识管理融入研究过程的机构和系统性挑战。我们的结论是,教育研究要真正产生影响,必须从一开始就优先考虑与实践的相关性。我们主张进行系统性变革,例如将知识管理培训纳入博士课程,承认机构内参与研究的价值,以及建立多样化的资助机制以支持知识管理活动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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A mixed methods study of education researchers’ knowledge mobilization approaches

Calls to improve relationships between education research and practice abound, among them efforts to help researchers work in partnership with and communicate more effectively with policy and practice audiences. Recognizing this need, the U.S. National Academies of Science, Engineering, and Medicine have emphasized the importance of integrating knowledge mobilization (KMb) into education research funding frameworks to ensure that research outcomes are both impactful and responsive to the needs of policymakers and practitioners. In our study, we seek to identify and clarify effective strategies for bridging the divide between education research and practice, contributing to the scholarship on educational change by highlighting the potential of KMb to drive research impact. Using a mixed-methods approach, we conducted an inquiry into the KMb practices of education researchers, beginning with a national survey followed by in-depth case studies of ten research projects identified through the survey. Our analysis examines how knowledge is mobilized from the inception of research through its dissemination and identifies the key factors that support effective KMb in these projects. We demonstrate that Kmb has the potential to generate significant impact when research is practice-centered, when stakeholders are actively engaged throughout the research process, and when KMb strategies are tailored to meet the needs of policy and practice audiences. We also highlight examples of how education research has achieved impact. Additionally, we identify key barriers to KMb, including institutional and systemic challenges that hinder its integration into the research process. We conclude that for education research to be truly impactful, it must prioritize relevance to practice from its inception. We advocate for systemic changes such as incorporating KMb training into doctoral programs, recognizing the value of engaged research within institutions, and diversifying funding mechanisms to support KMb activities.

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来源期刊
Journal of Educational Change
Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
7.10%
发文量
23
期刊介绍: The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.
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