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'Putting Science into Action': A Case Study of How an Educational Intermediary Organization Synthesizes and Translates Research Evidence for Practice

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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
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  Data: 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
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  Data: 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.
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        Value: 10.22230/ijepl.2024v20n1a1421
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Data Collection
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      – SubjectFull: Case Studies
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      – SubjectFull: Information Dissemination
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      – TitleFull: 'Putting Science into Action': A Case Study of How an Educational Intermediary Organization Synthesizes and Translates Research Evidence for Practice
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