Bridging gaps: a systematic literature review of brokerage in educational change

Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The brokerage concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors (brokers) link loosely coupled or disconnected individuals (brokering). However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings

Is What Works Working? Thinking Evaluatively About the What Works Clearinghouse

Since the mid-twentieth century, the U.S. Department of Education has drafted and enacted policies to bridge the research-practice gap—that is, the gap between “what works” according to educational research and what is actually practiced by teachers and their administrators (e.g., Dirkx, 2006; Joyce & Cartwright, 2019; Tseng, 2012). One of the latest manifestations of this “what works” political legacy is the What Works Clearinghouse (WWC), which took shape as part of the Institute of Education Sciences (IES) in 2002. The WWC’s mission is to be a “central and trusted source of scientific evidence for what works in education” (WWC, 2020d, p. 1) while, at the same, helping the IES “…increase [the] use of data and research in education decision-making” (IES, n.d.-a). The purpose of this dissertation is to evaluate the extent to which the WWC has realized its own mission as well as contributed to the IES’s larger goal. Guided by principles of evaluative thinking (Vo & Archibald, 2018) and premises of the Two-Communities theoretical tradition (Caplan, 1979; Farley-Ripple et al., 2018), this project used a theory-based evaluation approach called contribution analysis (Mayne, 2008, 2012b, 2019) to investigate three guiding questions. Those questions inquired into (a) the extent of the WWC’s impact among educators, (b) the reasons why its impact may be wanting, and (c) the changes it could make to maximize its impact. To investigate these questions, a six-step procedure was used to both articulate and scrutinize the WWC’s theory of change according to available evidence. An array of evidence was considered, including existing publications (e.g., previously published evaluations, literature reviews, and large-scale surveys), analyses of publicly available data (e.g., public data exports, data requested through the Freedom of Information Act, transcripts from congressional hearings), and findings from a preservice teacher survey conducted for this project. The results of this contribution analysis offered compelling answers to each of the three guiding questions. First, given the WWC’s original benchmark for success (e.g., Baldwin et al., 2008), evidence suggested that it is likely failing to fully reach educators and guide their decision-making. This was especially true for teachers. Second, the evidence suggested that the WWC’s impact may be wanting because its theory of change depends on several unsupported assumptions. Not only were many of the WWC’s causal assumptions refuted by the evidence, but some of its foundational assumptions—such as the belief that systematic research review would be an effective way of bringing educational research to practice—were refuted as well. Finally, because several of its foundational assumptions were refutable, the WWC may only be able to maximize its impact if it fundamentally retools its approach to systematic research review or to educational research more generally. Suggestions for doing so are discussed

Educational Knowledge Brokerage and Mobilization: The Marshall Memo Case

The importance of intermediation between communities primarily engaged in research production and those primarily engaged in practice is increasingly acknowledged, yet our understanding of the nature and influence of this work in education remains limited. Accordingly, this study utilizes case study methodology and aspires to understand the activities and signature product (the Marshall Memo) of a particularly influential mediator of current educational research, news, and ideas: Mr. Kim Marshall. The article also examines the memo’s meaning to subscribing educators. Data analyses suggest subscribers greatly appreciate several aspects of the memo, which was found to draw from a wide range of source material that varies in terms of its research centredness and its practical implications

Translating Educational Research into Classroom Practice: Working Together to Close the Gap

The research-to-practice gap, the disconnect between what we know about education and what we do in practice (Olswang & Prelock, 2015) or the gap between the production of new knowledge through research and its inclusion in routine practice by educators (Greenwood & Abbott, 2001) has been discussed and examined in the education field for many decades. However, this gap continues to be a challenge researchers and educators face (Kane, 2016). The current literature on the research-to-practice gap does not address the process by which teachers are engaging with educational research when facing challenges in the classroom. If teachers are to participate in closing the gap, we need to better understand their selection processes for various outlets of educational research. The current study is a mixed methods survey research design examining how pre-service teachers (n = 28) select sources of information (academic and non-academic) to solve instructional and behavioral challenges they may encounter in the classroom, why they choose the sources they do, and their opinions on solutions to close the research-to-practice gap. The findings showed that pre-service teachers were more likely to use their personal relationships with colleagues as source of gathering new information because these colleagues provide practical information for challenges they face in their classrooms. Suggestions for interventions proposed by pre-service teachers and future directions are discussed

Evidence for the frontline

This UK report explores what can be drawn from the advances across a range of fields to mobilise research knowledge more effectively across social policy and practice.It frames the issue by looking at the individual elements of an effective evidence chain – production, synthesis, transformation and implementation – whilst at the same time considering what needs to be done to integrate these elements more coherently. As well as looking at gaps in current infrastructure, it also picks out some exciting new initiatives and ideas that can hopefully produce tangible benefits for professional practice.The report draws on the themes raised at the Alliance for Useful Evidence ‘Evidence for the Frontline; What Works for Practitioners?’ event in Autumn 2012, which included inputs from social care, policing and education, as well as on previous literature, events and seminars that have explored the interface between research and practice

Hidden in Plain Sight : Knowledge Broker Teachers and Professional Development

This qualitative study was prompted by initiatives that addressed the need for teachers to engage in professional development that enables them to be 21st century ready. Recommendations put forth by government and business have stressed that professional development foster connected teaching and create networked educators by emphasizing peer-topeer collaboration and sharing. Despite this focus, little attention has been paid to the role that regular teachers play in becoming professional developers for their colleagues. My study investigated how four K-12 teachers, that I termed “knowledge broker teachers,” created new pathways for informal, teacher professional development in their schools. Extending on the concept of “knowledge brokers” from business studies, knowledge broker teachers serve as an informal source of professional development, moving knowledge from those who have it to those who need it. This study’s purpose was to examine examined how knowledge broker teachers built and shared their knowledge, and to identify their attributes. I applied a situated learning approach to frame this study, emphasizing the social nature of learning. Participants included four K-12 knowledge broker teachers and 12 of their teacher colleagues with whom they shared knowledge. Data collection included the use of interviews with participants and screen casts of the knowledge broker teachers’ online activity. Data analysis employed open coding to generate categories, then themes. Three findings about knowledge broker teachers emerged: brokers, brokering, and brokerage. Brokers encompassed the context-dependent ways the four knowledge broker teachers shape-shifted and assumed different personas (e.g. knower-learner, comrade, cheerleader, shrinking violet) enabling them to be knowledge broker teachers. Brokering entailed the processes they used to build and share knowledge. These included processes of making connections through online and face to face opportunities, taking advantage of moments of kismet, and tailoring knowledge to match their colleagues’ ability. Brokerage involved the actions that affected the quality of social relationships and the emergence of trust between the knowledge broker teachers and their colleagues. Brokerage actions presented by the knowledge broker teachers included giving and taking knowledge with colleagues, recognizing and honoring their colleagues’ potential, and being expected to go above and beyond. My study recognized the existence of knowledge broker teachers and their effect on informal professional development. However, given the findings, formalizing their roles in schools may have a detrimental effect on their ability to build and share knowledge. Considering ways to leverage these findings may provide new ways for thinking about informal teacher professional development

Supporting children, young people and their families affected by homelessness

The Supporting children, young people and their families affected by homelessness guidelines have been developed primarily for all primary and secondary schools across Victoria to improve the wellbeing, educational experiences and outcomes of children and young people who are homeless or at risk of homelessness. The Department is working in partnership with other government departments and community service organisations to strengthen educational support for children, young people and their families who are homeless or at risk of homelessness. The Supporting children, young people and their families affected by homelessness guidelines have been developed primarily for all primary and secondary schools across Victoria to improve the wellbeing, educational experiences and outcomes of children and young people who are homeless or at risk of homelessness.  Specifically, the guidelines assist schools to: understand more about homelessness, how and why it occurs and the impact it has on the lives of children, young people and their families identify actions that schools can take to improve outcomes for children and young people affected by homelessness, and the principles that underpin these actions learn about what others are doing to improve wellbeing, educational experiences and outcomes for children and young people affected by homelessness, especially where these activities involve good practices identify key contacts and resources that will enable schools to more effectively identify, engage and support children, young people and their families who are affected by homelessness. It is expected that principals, teachers, student wellbeing coordinators, school nurses, chaplains and a range of other staff based in schools will benefit from reading these Guidelines. The guidelines may also prove useful for homelessness assistance services, other community service organisations, other education providers including Adult Community Education (ACE) providers and TAFE colleges, early childhood education and care providers and Centrelink staff

How Educational Leaders Conceptualise the Usefulness of Academic Research to Support Their Decision-Making

Given the pace of their work, school administrators often find it difficult to sift through the massive volume of primary academic research produced each year to find specific pieces that might be useful to inform their practice. In response to this issue, the author developed and implemented a strategy to filter research for local relevance and distribute that research to preKindergarten-Grade 12 administrators in a mid-sized Canadian school district. This paper provides a brief description of the strategy and reports a portion of the results from a study examining the efficacy of the strategy. Since the strategy surfaced research specifically connected to local problems of practice, it was anticipated that participants would (i) see value in research, at least if it was explicitly connected to local issues, and (ii) actually consult research to inform their work. Findings included a general acknowledgement from participants that academic research has the potential to support leaders’ practice. However, many noted barriers such as time, access, syntax, and relevance that made it challenging to translate research findings into actual practice. Respondents’ suggestions to make academic research more useful for them are discussed

Roadmap for NIS education programmes in Europe:education

This document continues work from previous activities by suggesting training materials, scenarios and a way forward for implementing the EC roadmap for NIS education in Europe. In doing so, the Agency has recognised the heterogeneous landscape of Europe in this area