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This scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations.

Arskey and O'Malley's (2005) five stage scoping review process was utilized including: (1) a consultative process with partners to identify research questions, (2) identify relevant studies, (3) study selection based on double-blind peer review, (4) charting the data and (5) collating, summarizing and reporting the results in a research model identifying key dimensions and components of research-practice partnerships (RPPs).

Coburn et al. (2013) definition of RPPs arose as an anchoring definition within the emerging field. This article proposes a model for understanding the organization and work of RPPs arising from the review. At the core lies shared goals, coproduction and multistakeholder collaboration organized around three dimensions: (1) Systems and structures: funding, governance, strategic roles, policy environment, system alignment; (2) Collaborative processes: improvement planning and data use, communication, trusting relationships, brokering activities, capacity building; (3) Continuous Learning Cycles: social innovation, implementation, evaluation and adaptation.

By using a common framework, data across RPPs and from different studies can be compared. Research foci might test links between elements such as capacity building and impacts, or test links between systems and structures and how those elements influence collaborative processes and the impact of the RPPs. Research could test the generalizability of the framework across contexts. Through the application and use of the research model, various elements might be refuted, confirmed or refined. More work is needed to use this framework to study RPPs, and to develop accompanying data collection methods and instruments for each dimension and element.

The practical applications of the framework are to be used by RPPs as a learning framework for strategic planning, iterative learning cycles and evaluation. Many of the elements of the framework could be used to check-in with partners on how things are going – such as exploring how communication is working and whether these structures move beyond merely updates and reporting toward joint problem-solving. The framework could also be used prior to setting up an RPP as an organizing approach to making decisions about how that RPP might best operate.

Despite increased attention on multistakeholder networks in education, the conceptual understanding is still limited. This article analyzed theoretical and empirical work to build a systematic model to study RPPs in education. This research model can be used to: identify RPP configurations, analyze the impact of RPPs, and to compare similarities and differences across configurations.

The purpose of this study is to evaluate Department of Defense (DoD)-backed innovation programs as a means of enhancing the adoption of new technology throughout the armed forces.

The distribution of 1.29 million defense contract awards over seven years was analyzed across a data set of more than 8,000 DoD-backed innovation program award recipients. Surveys and interviews of key stakeholder groups were conducted to contextualize the quantitative results and garner additional insights.

Nearly half of DoD innovation program participants achieve no meaningful growth in direct defense business after program completion, and most small, innovative companies that win follow-on defense contracts solely support their initial sponsor branch. Causes for these program failures include the fact that programs do not market participants’ capabilities to the defense community and do not track participant companies after program completion.

Because the DoD does not market the capabilities of its innovation program participants internally, prospective DoD customers conduct redundant market research or fail to modernize. Program participants become increasingly unwilling to invest in the DoD market long term after the programs fail to deliver their expected benefits.

Limited scholarship evaluates the efficacy of DoD-backed innovation programs as a means of enhancing force readiness. This research not only uses a vast data set to demonstrate the failures of these programs but also presents concrete recommendations for improving them – including establishing an “Innovators Database” to track program participants and an incentive to encourage contracting entities and contractors to engage with them.

In this chapter, we discuss the case of the Knowledge Network for Applied Education Research (KNAER) to illustrate the context for evidence-informed practice (EIP) in Ontario, Canada. KNAER (www.knaer-recrae.ca) is an initiative to strengthen relationships between research producers, users, and the communities that schools serve to improve outcomes for students in four priority areas: mathematics, equity, well-being, and Indigenous knowledge. As developmental evaluators for KNAER from 2017 to 2019, we reference and integrate two main sources of data: a research model created to inform the network's planning and activities, and semistructured interviews with network leaders (N = 11) and policymakers (N = 3). Reflecting on our findings, we discuss five key lessons for EIP: the need to build reciprocal streets of engagement, the need to shift data use from accountability and compliance to partnership learning, the need to coproduce and identify specific entry points of change, the need to focus on capacity building and leveraging brokers across partnerships, and the need to use communication as a problem-solving tool to assess and adjust innovations and implementation rather than passive reports of activities.

Building on the concept of “impact literacy” established in a previous paper from Bayley and Phipps, here we extend the principles of impact literacy in light of further insights into sector practice. More specifically, we focus on three additions needed in response to the sector-wide growth of impact: (1) differential levels of impact literacy; (2) institutional impact literacy and environment for impact; and (3) issues of ethics and values in research impact. This paper invites the sector to consider the relevance of all dimensions in establishing, maintaining and strengthening impact within the research landscape. We explore implications for individual professional development, institutional capacity building and ethical collaboration to maximise societal benefit.

This study aims to understand the experiences of professional paid carers providing community support to people with intellectual disability “at risk of admission”. This study explores factors that were helpful or lacking in terms of the support the carers received from NHS health services during this time.

This study conducted semi-structured interview with eight participants. Thematic analysis was used to analyse the data.

Three main themes and ten subthemes were identified. The first main theme was “support systems” that were available or lacking for the client and their carers. The second main theme was “training and supervision” available to the carers and their team when the individual they supported needed additional support. The third theme was “change” clients encountered which included changes in the environment as well as changes because of COVID-19 pandemic.

To the best of the authors’ knowledge, this is the first study on experiences of carers during specifically high stress periods, such as when the clients they are supporting are at risk of hospital admission.

The purpose of this paper is to explore the history of Black women as critical civic agents fighting for the recognition of their intersecting identities in multiple iterations of the feminist movement.

Utilizing Black feminism and intersectionality I explore the many ways in which Black women have fought against multiple forms of oppression in the first, second and fourth wave feminist movement and organizations in order to fight for their rights as Black women citizens.

Black women in the past and present have exhibited agency by working within such multiple civil rights movements to change the conditions and carve out inclusive spaces by working across differences and forging multiracial coalitions.

This paper serves as a call to action for social studies classroom teachers and teacher educators to rethink how we remember and teach feminist movements. I also explore how we can use this past to understand and advance the conversation in this present iteration of the women’s movement to work across differences in solidarity toward equal justice for all.

This chapter explores new and emerging dimensions in our understanding of how information behaviour develops in early childhood. Spink (2010) proposed that information behaviour — when we engage in behaviours to make sense of, seek, avoid, forage, use and organise information — is (1) shaped by both instinctive and environmental dimensions that are as essential to the lives of our prehistoric ancestors as they are for people today and (2) emerges in early childhood. This chapter explores what we currently know about the development of cognitive, language, social and information behaviour abilities in early childhood. Drawing on research from cognitive and developmental psychology, and findings from two studies of different aspects of young children's information behaviours, including Web searching (Spink, et al., 2010) and library information categorisation (Cooper, 2004), the chapter discusses information behaviour development in early childhood. The connection between general cognitive development and information behaviour are discussed, and further research suggested.

This study aims to further investigate the relationship between perceived adherence to gender norms and binge drinking in college students. Thus, researchers examined college students’ perceptions of adherence to masculine and feminine gender norms when gender and alcohol consumption of a vignette character were manipulated.

Undergraduate participants (N = 368) were randomly assigned to one of four vignette conditions: female moderate drinker, female binge drinker, male moderate drinker, male binge drinker and then surveyed regarding perceptions of the vignette character.

The results of this study indicate that there are significant relationships between the vignette character’s alcohol consumption and perceived adherence to feminine gender norms. The character’s gender, as well as the participant’s own alcohol consumption patterns, also related to perceived adherence to feminine gender norms.

College students’ perceptions of binge drinkers are influenced by gender norms, which has important implications for safe consumption of alcohol. When young men (or young women) are encouraged to drink to avoid appearing too feminine, negative consequences may be more likely. In this study, perceptions of the vignette character’s safety were also found to be related to alcohol consumption of the vignette character, as well as the alcohol consumption of the participant, suggesting that a heavy drinker might not show as much concern for another’s heavy consumption.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.