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Closing the gap between research and policy-making to better enable effective educational practice: a proposed
Ayeshah Ahmed Alazmi1, Huda Salem Alazmi2
1Department of Educational Administration and Planning, College of Education, Kuwait University, P.O.Box: 13281, 71953 Kuwait City, Kuwait.
Educational Research for Policy and Practice
|April 16, 2024
Summary
Bridging the gap between educational research and policy requires collaboration. This study proposes a six-stage framework to guide effective collaboration between researchers and policymakers, enhancing evidence-based practice.
Area of Science:
- Education Policy
- Research Translation
- Science of Team Science
Background:
- A significant gap exists between educational research findings and their implementation in policy and practice.
- Current literature lacks systematic guidelines for effective collaboration between educational researchers and policymakers.
- Addressing this disconnect is crucial for improving educational outcomes.
Purpose of the Study:
- To articulate a framework for achieving effective collaboration between educational researchers and policymakers.
- To provide systematic guidelines to bridge the gap between research and policy.
- To facilitate the translation of educational research into effective practice.
Main Methods:
- A literature review was conducted to identify existing gaps and needs.
- Lasswell's stages heuristic model and Kingdon's model were integrated to form the theoretical basis.
- Semi-structured interviews were conducted with nine experts in educational research and policy-making.
Main Results:
- Six main stages for achieving effective collaboration were identified.
- A novel framework was developed based on theoretical models and expert input.
- The framework offers a structured approach to enhance researcher-policymaker interaction.
Conclusions:
- The developed framework provides a practical tool for fostering collaboration between educational researchers and policymakers.
- Effective collaboration is achievable through a structured, stage-based approach.
- This framework has the potential to improve the utilization of research in educational policy and practice.
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