{"title":"对教育研究人员知识动员方法的混合研究","authors":"Elizabeth Farley-Ripple, Stephen MacGregor","doi":"10.1007/s10833-024-09517-w","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A mixed methods study of education researchers’ knowledge mobilization approaches\",\"authors\":\"Elizabeth Farley-Ripple, Stephen MacGregor\",\"doi\":\"10.1007/s10833-024-09517-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47376,\"journal\":{\"name\":\"Journal of Educational Change\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-09-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Change\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10833-024-09517-w\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Change","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10833-024-09517-w","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.