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Nóra Réva; Melissa Mouthaan; José Manuel Torres; Jordan Hill – OECD Publishing, 2025
Building on the insights of the first two publications in the Strengthening the Impact of Education Research series, this third and final report shifts the focus from policy makers to the field, exploring the pivotal role of knowledge intermediaries. These organisations facilitate engagement with research among policy makers and practitioners,…
Descriptors: Educational Research, Research Utilization, Facilitators (Individuals), Educational Policy
Turyahikayo, Everest – Knowledge Management & E-Learning, 2021
This paper examined six philosophical paradigms, namely positivism, interpretivism, post-positivism, pragmatism, post modernism and critical realism. The paradigms serve as the bases for knowledge management research and practice. Basing on a critical review of literature and drawing from tacit insights, the paper reveals that positivist managers…
Descriptors: Knowledge Management, Philosophy, Realism, Postmodernism
Brown, Alice; Sharpe, Susan; Andrews, Dorothy – Early Years: An International Journal of Research and Development, 2022
A wealth of literature exists that describes the process of knowledge transfer (KT) as activities, interactions and mechanisms that foster the dissemination, application, and contextualisation of acquired learning into practice. However, little of this literature addresses the idiosyncratic nature of early childhood education and care contexts…
Descriptors: Foreign Countries, Early Childhood Education, Early Childhood Teachers, Faculty Development
MacMahon, Stephanie; Leggett, Jack; Carroll, Annemaree – Mind, Brain, and Education, 2022
The science of learning (SoL) has powerful contributions to make to both the production of knowledge about learning and to the ways in which this knowledge can be successfully mobilized into educational practice. However, as a multidisciplinary field, it also faces some challenges if it is to bridge the research-practice gap. Using Levin's (2013)…
Descriptors: Foreign Countries, Knowledge Management, Theory Practice Relationship, Educational Research
Rycroft-Smith, Lucy – Review of Education, 2022
Connecting research to practice by knowledge brokering in education, which is considered here as functionally synonymous with knowledge mobilisation, is currently under-researched, difficult to define, and not well understood. This narrative synthesis review curates recent research concerning characterisations of knowledge brokering in education,…
Descriptors: Knowledge Management, Educational Research, Interpersonal Relationship, Social Environment
Ancira, Jesse; Rangarajan, Nandhini; Shields, Patricia – Journal of Public Affairs Education, 2022
The academic practitioner divide and strategies to close that gap have been important lines of inquiry in the fields of public administration and public affairs. This study contributes to that significant body of work by reporting results from two surveys of faculty in NASPAA accredited programs and of practitioners affiliated with the…
Descriptors: Public Affairs Education, College Faculty, Teacher Attitudes, Public Administration
MacMahon, Stephanie J.; Carroll, Annemaree; Osika, Alexandra; Howell, Angelique – Review of Education, 2022
The benefits of drawing upon evidence-based practices in teaching and learning--such as self-regulated learning (SRL)--are well documented. However, effectively translating and implementing this evidence into diverse higher education (HE) teaching and learning contexts is challenging and complex, and as yet not well understood. Translational…
Descriptors: Evidence Based Practice, Knowledge Management, Higher Education, Communities of Practice
Melville-Richards, Lucy; Rycroft-Malone, Joanne; Burton, Christopher; Wilkinson, Joyce – Evidence & Policy: A Journal of Research, Debate and Practice, 2020
Background: In healthcare, bridging the research-to-practice gap is a top priority. Knowledge mobilisation scholars suggest that this gap can be closed through collaboration between knowledge users and producers. The concept of boundary objects--shared things and ideas that enable communication--has gained popularity across various collaborative…
Descriptors: National Programs, Health Services, Universities, Institutional Cooperation
Ross, Catharine; Nichol, Lynn; Elliott, Carole; Sambrook, Sally; Stewart, Jim – Action Learning: Research and Practice, 2021
The contribution of scholarship to practice is an on-going concern of the AL/HRD community. This paper explores how one influential discourse may shape AL/HRD's understanding of that contribution. In 2020 the UK Government implemented the Knowledge Exchange Framework (KEF) to gather data on English Universities' knowledge exchange activities.…
Descriptors: Foreign Countries, Knowledge Management, Experiential Learning, Human Resources
OECD Publishing, 2022
Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research in education remains a challenge for many countries and systems. The OECD launched the Strengthening the Impact of Education Research project to respond to this…
Descriptors: Educational Research, Educational Policy, Educational Practices, Theory Practice Relationship
Farley-Ripple, Elizabeth; MacGregor, Stephen; Mazal, Mia – Center for Research Use in Education, 2023
Calls to improve relationships between research and practice abound, among them efforts to help researchers to work in partnership with and communicate more effectively with policy and practice audiences, informing those that govern and design educational policies and those charged with implementation in schools and classrooms, respectively. These…
Descriptors: Correlation, Theory Practice Relationship, Educational Policy, Policy Formation
Powell, Alison; Davies, Huw; Nutley, Sandra – Evidence & Policy: A Journal of Research, Debate and Practice, 2017
Despite a burgeoning literature and the development of new theories about knowledge mobilisation in the past 15 years, findings from this online survey in 2014 of over 100 research agencies (n=106; response rate 57%) show the challenges of making effective use of formal and informal learning. Many agencies rely on traditional knowledge…
Descriptors: Knowledge Management, Theory Practice Relationship, Research Utilization, Informal Education
Sigurðardóttir, Anna Kristín; Morris, Andrew; Skoglund, Per; Tudjman, Tomislav – Evidence & Policy: A Journal of Research, Debate and Practice, 2018
The purpose of this paper is to throw light on sustained research-practice collaborations (called 'schemes' here) aimed at improving educational outcomes. The empirical work combines a survey of thirteen school-university knowledge-exchange schemes in six European countries, with four case studies drawn from these. Three theoretical models of…
Descriptors: College School Cooperation, Partnerships in Education, Theory Practice Relationship, Knowledge Management
Malin, Joel R.; Brown, Chris; St. Trubceac, Angela – AERA Open, 2018
Although the central role of educational intermediaries that can connect research and practice is increasingly appreciated, our present understanding of their motivations, products, and processes is inadequate. In response, this multiple-case study asks how and why three large-scale intermediaries--Edutopia, the Marshall Memo, and Usable…
Descriptors: Knowledge Management, Comparative Analysis, Social Media, Video Technology
Rabinowicz, Susan; Ray, Sharon – Infants and Young Children, 2018
Knowledge translation (KT) provides a lens to examine the process of moving research-informed knowledge into early intervention practice (P. Sudsawad, 2007). The process of KT entails cognitive, affective, and behavioral stages that are mediated by factors intrinsic and extrinsic to the practitioner. Facilitators and barriers to this process may…
Descriptors: Information Dissemination, Knowledge Management, Theory Practice Relationship, Early Intervention
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