Brokering Knowledge Mobilization Networks: Policy Reforms, Partnerships, and Teacher Education

Autor/inn/en	Ng-A-Fook, Nicholas; Kane, Ruth G.; Butler, Jesse K.; Glithero, Lisa; Forte, Rita
Titel	Brokering Knowledge Mobilization Networks: Policy Reforms, Partnerships, and Teacher Education
Quelle	In: Education Policy Analysis Archives, 23 (2015) 122, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Research and Development; Theory Practice Relationship; Curriculum Implementation; Educational Research; Educational Policy; Models; Information Networks; Educational Change; Public Education; Schools of Education; Partnerships in Education; Teacher Education; Best Practices; Educational Researchers; Public School Teachers; Communities of Practice; Foreign Countries; Elementary Schools; Canada + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Theorie-Praxis-Beziehung; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Analogiemodell; Informationsnetz; Bildungsreform; Öffentliche Erziehung; Erziehungswissenschaftliche Fakultät; Hochschulpartnerschaft; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Community; Ausland; Elementary school; Grundschule; Volksschule; Kanada
Abstract	Educational researchers and policy-makers are now expected by funding agencies and their institutions to innovate the multi-directional ways in which our production of knowledge can impact the classrooms of teachers (practitioners), while also integrating their experiential knowledge into the landscape of our research. In this article, we draw on the curriculum implementation literature to complicate our understandings of knowledge mobilization (KMb). Policy implementation, we suggest, can be understood as one specific type of KMb. We draw on different models for KMb and curriculum implementation and develop a relational model for KMb. Utilizing our model we critically reflect on the specific successes and challenges encountered while establishing, building, and sustaining the capacity of our KMb network. Our findings suggest that faculties of education are uniquely positioned to act as secondary brokers for the implementation of policy reforms within public education systems. To this end, we discuss how a relational KMb network is a "best practice" for establishing and sustaining partnerships among policy makers, educational researchers, and public school practitioners. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01