An Application of the Social-Ecological Systems Framework to Promoting Evidence-Informed Policy and Practice

Autor/inn/en	MacGregor, Stephen; Malin, Joel R.; Farley-Ripple, Elizabeth N.
Titel	An Application of the Social-Ecological Systems Framework to Promoting Evidence-Informed Policy and Practice
Quelle	In: Peabody Journal of Education, 97 (2022) 1, S.112-125 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farley-Ripple, Elizabeth N.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2026725
Schlagwörter	Evidence Based Practice; Educational Policy; Systems Approach; Research and Development; Theory Practice Relationship; Foreign Countries; Higher Education; Information Sources; School Districts; Educational Research; Decision Making; Research Utilization; Elementary Secondary Education; Canada + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Systemischer Ansatz; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Information source; Informationsquelle; School district; Schulbezirk; Bildungsforschung; Pädagogische Forschung; Decision-making; Entscheidungsfindung; Forschungsumsetzung; Kanada
Abstract	Education policy continues to press for increased use of research evidence in decision-making, yet decades of research point to weak links between research and practice. We see evidence-informed improvement not as a problem with schools, but with a larger evidence-use ecosystem. As a step toward building and strengthening multidirectional paths between research, practice, and policy, we explore three overlapping research contexts: production, practice, and mediation. Despite the importance of each of these contexts in evidence-infor5med policy and practice, they are rarely considered together. In this paper, we seek to understand the social-ecological systems in which these contexts are situated and to identify problematic disconnects and promising similarities. This study draws on case studies of research production in institutions of higher education, knowledge mobilization by an intermediary organization, and school-based decision-making. We use Elinor Ostrom's Social-ecological Systems Framework as a lens on each case, attending to resource systems, resource units, governance systems, actors, and the interactions that coordinate and align those systems to achieve positive outcomes. We then look across cases to identify barriers and opportunities to restructure and reorganize the evidence-use ecosystem in order to redesign and strengthen research-practice infrastructure and more effectively promote evidence-informed policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01