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Using diffusion of innovation, it analyzes brokers, intermediaries, boundary spanners, and the internal processes through which educators and schools incorporate external research into day-to-day practice.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/research-brokerage-how-research-enters-and-moves-through-schools/582864/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/research-brokerage-how-research-enters-and-moves-through-schools/582864.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the brief describe between research and educational practice?","Question",{"text":62,"@type":63},"It describes a persistent disconnect often attributed to differences in cultures, structures, and purposes, leading to concerns about relevance, accessibility, and research translation.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why has the need for evidence-based decision-making become more salient?",{"text":67,"@type":63},"In the U.S., accountability policy—beginning with No Child Left Behind in 2001—requires decisions at school, district, and state levels to be informed by data and evidence.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the brief mean by “research brokerage”?",{"text":71,"@type":63},"It refers to a dynamic system of brokers and their knowledge-mobilization activities that move ideas and information between research and practice, bridging boundaries.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},582864,1792172761,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Research Brokerage: How Research Enters and Moves through Schools  \nA Research Brief from the Center for Research Use in Education Elizabeth Farley-Ripple, Ph.D.. University of Delaware  \nLinking research and practice  \nDecades of research have documented a disconnect between the research and practice communities, often attributed to the different cultures, structures, and purposes of each. Bogenschneider and Corbett (2010) describe this as community dissonance, and it permeates not only education but other sectors such as health, social work, and others. Efforts to understand and reconcile this dissonance trace back to as early as the 1960s, with significant efforts to better link research and practice through research and policy. In education in the U.S., specifically, federal investments were made to build an infrastructure to support research, dissemination, development and utilization. For example, the Educational Research Information Centers (ERIC) system was initiated in 1966, the Regional Educational Laboratories system was established in the early 1960s, and the National Diffusion Network began operations in 1974.  \nIn spite of these and other efforts, many would regard the gaps between research and practice decades later as persistent, with continued concerns about relevance, accessibility, conflicting findings, the need for research translation, and few system-wide structures that promote engagement across communities (Broekkamp & van Hout-Wolters, 2007; Burkhardt & Schoenfeld, 2003; Farley-Ripple, et al., 2018) . This issue has garnered significant attention in recent years, in part because of accountability policy in the U.S. public education system. Beginning with No Child Left Behind in 2001, federal policy has set expectations for decisions at the school, district, and state levels to be informed by data and evidence. The need for evidence-based decision-making thus has become more salient than  \never before, demanding a deeper knowledge of the relationship between research and practice but also of the levers that can enable stronger ties. Of central importance, therefore, is tracing how research-based ideas, which are largely external to schools, find their way into decision-making and, ultimately, practice.  \nIn this brief, we approach the study of research-use through the lens of diffusion of innovation, as others in this field have done previously (e.g., Neal et al., 2015), which emphasizes the pathways by which information and ideas flow. Prior literature documents persistent challenges to the flow of information from research to practice, pointing to the need to improve educators’ capacity to use research as well as researchers’ ability to disseminate it. However, these suggestions demand large-scale systemic change—change that we support, but are realistic about.  \nAlternatively, we can leverage indirect links between research and practice. In fact, literature on schools’use of research suggests that most access to research is mediated through other sources, which are often described as brokers, intermediaries, boundary spanners, or linking agents (Malin et al., 2018; Neal et al., 2015; Neal et al., 2019; Spencer & Louis, 1980) .  \nThe importance of brokerage  \nWe use the term research brokerage to capture the dynamic and complex system of brokers, their knowledge mobilization activities, and motivations for their work that move ideas and information between research and practice (Farley-Ripple et al., 2017) . This system is widely recognized as having  \npotential to bridge the two communities (Cooper & Levin, 2010; Massell, Goertz, & Barnes, 2012; Malin, et.al., 2018) .  \nWithin this system, brokers are positioned to span structural holes between research and practice – serving in roles not typical of researchers or educatorsand enabling the flow of information across boundaries. Understanding those organizations and individuals to which educators turn is critical in understanding the flow of research-b","cbCaie4TPHI1H7o3","https://ap.wps.com/l/cbCaie4TPHI1H7o3","pdf",419691,11,"English","# Linking research and practice\n# The importance of brokerage\n# How brokers connect external and internal diffusion","[{\"question\":\"What problem does the brief describe between research and educational practice?\",\"answer\":\"It describes a persistent disconnect often attributed to differences in cultures, structures, and purposes, leading to concerns about relevance, accessibility, and research translation.\"},{\"question\":\"Why has the need for evidence-based decision-making become more salient?\",\"answer\":\"In the U.S., accountability policy—beginning with No Child Left Behind in 2001—requires decisions at school, district, and state levels to be informed by data and evidence.\"},{\"question\":\"What does the brief mean by “research brokerage”?\",\"answer\":\"It refers to a dynamic system of brokers and their knowledge-mobilization activities that move ideas and information between research and practice, bridging boundaries.\"}]","Research Brokerage - How Research Enters and Moves through Schools | PDF",1792044716,28]