The Uses of Research in Policy and Practice and commentaries

Tseng, Vivian

doi:10.1002/j.2379-3988.2012.tb00071.x

Cited by 200 publications

(272 citation statements)

References 27 publications

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“…Dagenais et al, 2007;Landry et al, 2008;Levin et al, 2011;Nelson et al, 2009;Shonkoff et Bales, 2011;Tseng, 2012). Ce courtier peut être un professionnel de recherche ayant la formation nécessaire ou encore un chercheur adoptant ce rôle.…”

Section: Le Processus De Tcunclassified

“…Comme l'indique Chabot (2007), «bien qu'il ait été démontré que la recherche permet de favoriser le succès scolaire des élèves, la responsabilité de l'utilisation des CIR n'incombe pas uniquement aux enseignants» (p. 40). Les différents acteurs auraient aussi besoin d'interactions fréquentes qui s'inscrivent dans le temps (Presse, 2009;Ramdé, 2012;Sylva, Taggart, Melhuish, Sammons et Siraj-Blatchford, 2007;Tseng, 2012;Veillard et Coppé, 2009). Certains parlent même de collaboration permanente entre chercheurs et acteurs scolaires (Biesta, 2007;Hedges, 2010).…”

Section: Le Processus De Tcunclassified

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Transfert de connaissances issues de la recherche en éducation : situation globale, défis et perspectives

Marion

Houlfort

2016

ncre

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Le transfert des connaissances issues de la recherche s’impose comme un champ d’investigation incontournable dans plusieurs domaines. Tant en santé, en sciences sociales, humaines et appliquées qu’en éducation ou en gestion, des recherches visent à réduire le fossé entre les connaissances produites et ce qui est observé dans la pratique. Découlant d’une recension des écrits publiés entre 2007 et 2013, le présent article propose de situer le transfert des connaissances en éducation au regard de ce qui se passe globalement dans les autres domaines. Il en aborde les distinctions ainsi que les défis et les perspectives.The transfer of research knowledge has become a key area of investigation in a number of fields. Whether in the health, social, human and applied sciences, in education, or in management, research continually seeks to narrow the gap between the knowledge that is produced and the realities that are observed in practice. Based on a review of the literature published between 2007 and 2013, this article sets out to situate knowledge transfer in education with respect to what is going on globally in other fields. Accordingly, the text addresses distinctions as well as challenges and prospects.La transferencia de conocimientos procedentes de la investigación se impone como un campo de investigación ineludible en varias áreas. Tanto en la salud, en ciencias sociales, humanas y aplicadas como en educación o en gestión, las investigaciones tienden a reducir la brecha entre los conocimientos producidos y lo que se observa en la práctica. El presente artículo es el resultado de una revisión bibliográfica publicada entre 2007 y 2013. Tiene por propósito ubicar la transferencia de conocimientos en educación referente a lo que sucede globalmente en las demás áreas. Trata de las distinciones así como de los desafíos y perspectivas que implica esa transferencia

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Section: Le Processus De Tcunclassified

Transfert de connaissances issues de la recherche en éducation : situation globale, défis et perspectives

Marion

Houlfort

2016

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“…Researchers have noted for some time a disconnect between research production and policymaking, particularly in ideologically-tinged areas such as education, and have considered ways that the link might be strengthened (Tseng, 2012;Weiss, 1995). While some have observed that the actual impact of research is difficult to determine in policy processes, and that research use can vary considerably, many see a general paucity of research evidence informing education policy debates, and have sought to understand this phenomenon (Williams & McDermott, 2014).…”

Section: Educational Expertise Advocacy and Media Influencementioning

confidence: 99%

“…Committee on the Use of Social Science Knowledge in Public Policy, 2012). While some federal initiatives, such as No Child Left Behind, famously attempt to elevate rigorous evidence into decisions, particularly for practitioners, others seek to bridge the gap by understanding and addressing the social processes through which policy draws on evidence (Tseng, 2012). Regardless of these efforts, though, the general disconnect between research production and consumption in educational policy has drawn the attention of a number of new intermediaries that seek to facilitate the use of research by policymakers-albeit often only selected research that supports a particular agenda (Lubienski, Scott, & DeBray, 2011;Ness & Gándara, 2014).…”

Section: Educational Expertise Advocacy and Media Influencementioning

confidence: 99%

Educational Expertise, Advocacy, and Media Influence

Malin

Lubienski

2015

EPAA

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Abstract:The efforts of many advocacy organizations to advance their preferred policies despite conflicting evidence of the effectiveness of these policies raise questions about factors that shape successful policy promotion. While many may like to think that expertise on an issue in question is an essential prerequisite for influence in public policy discussions, there is a traditional disconnect between research evidence and policymaking in many fields, including education. Moreover, the efforts of many policy advocates suggest that they see advantages in other factors besides research expertise in advancing their interpretation of evidence for use in policymaking processes. We hypothesize that some of the most influential education-focused organizations are advancing their agendas by engaging media and drawing on individuals who possess substantial media acumen, yet may not possess traditionally defined educational expertise. Thus, we hypothesize that media impact is loosely coupled with educational expertise. In fact, in analyzing various indicators of expertise and media penetration, we find a weak relationship between expertise and media impact, but find significantly elevated media penetration for individuals working at a sub-sample of organizations promoting what we term "incentivist" education reforms, in spite of their generally lower levels of expertise. We find these organizations are particularly effective in engaging new media forms by going directly to their audience. We consider the policy implications in the concluding discussion. epaa aape

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“…Researchers pay attention to social, economic, and political contexts in order to enhance their understanding of the policy process. At the same time, researchers increasingly emphasize the importance of a different kind of context-the ideas, discussions, research, and expert advice surrounding and facilitating the processes of policy making (see, e.g., Grek & Ozga, 2010;Tripney, Kenny, & Gough, 2014;Tseng, 2012). Policies do not simply stem from "objective" circumstances; they are "discursive products" embedded in wider environments of understanding and meaning making (Kauko, Simola, Varjo, & Kalalahti, 2012;Pashby, 2013).…”

Section: Introductionmentioning

confidence: 99%