缩小研究和政策制定之间的差距,以更好地实现有效的教育实践:一个拟议的框架
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.
概括
缩小教育研究与教育政策之间的差距需要合作. 本研究提出了六个阶段的框架,以指导研究人员和决策者之间的有效合作,增强基于证据的实践.
科学领域:
- 教育政策 教育政策
- 研究 研究 翻译 翻译
- 团队科学 团队科学 的科学
背景情况:
- 在教育研究成果与其在政策和实践中的实施之间存在很大的差距.
- 目前的文献缺乏教育研究人员和政策制定者之间有效合作的系统指南.
- 解决这种脱节对于改善教育成果至关重要.
研究的目的:
- 阐明一个框架,以实现教育研究人员和政策制定者之间的有效合作.
- 提供系统的指导方针,以弥合研究与政策之间的差距.
- 促进教育研究转化为有效的实践.
主要方法:
- 进行了文献审查,以确定现有的差距和需求.
- 拉斯韦尔的阶段启发模型和金顿的模型被整合起来,形成了理论基础.
- 与九位教育研究和政策制定专家进行了半结构化访谈.
主要成果:
- 确定了实现有效合作的六个主要阶段.
- 基于理论模型和专家意见,开发了一个新的框架.
- 该框架提供了一种结构化的方法,以加强研究人员与政策制定者的互动.
结论:
- 开发的框架为促进教育研究人员和政策制定者之间的合作提供了一个实用的工具.
- 有效的协作是通过结构化,基于阶段的方法来实现的.
- 这一框架有可能改善研究在教育政策和实践中的利用.
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