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dc.contributor.authorJones, Sarahen
dc.contributor.authorProcter, Richarden
dc.contributor.authorYounie, Sarahen
dc.date.accessioned2016-05-17T10:04:53Z
dc.date.available2016-05-17T10:04:53Z
dc.date.issued2015-11-13
dc.identifier.citationJones, S., Procter, R, and Younie, S. (2015) Participatory Knowledge Mobilization: An emerging model for translational research in Education. JET Journal of Education for Teaching, Special Issue, 41(5), pp. 555-574en
dc.identifier.urihttp://hdl.handle.net/2086/12068
dc.descriptionThe file attached to this record is the author's final peer reviewed version. The publisher's final version of record can be found by following the DOI link.en
dc.description.abstractResearch alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration, an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education.N/Aen
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.subjecttranslational researchen
dc.subjectinternational knowledge mobilizationen
dc.subjectknowledge managementen
dc.subjectmap of educationen
dc.subjectdigital technologiesen
dc.subjectweb 2.0 toolsen
dc.titleParticipatory Knowledge Mobilization: An emerging model for international translational research in Education.en
dc.typeArticleen
dc.identifier.doihttps://dx.doi.org/10.1080/02607476.2015.1105540
dc.researchgroupInstitute for Education Futuresen
dc.peerreviewedYesen
dc.funderN/Aen
dc.projectidN/Aen
dc.cclicenceCC-BY-NCen
dc.date.acceptance2015-09-30en
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen


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