Mediated, Evidence-Informed Practice as Impact

Authors

  • Joel R. Malin Miami University-Oxford, Ohio

DOI:

https://doi.org/10.22230/ijepl.2020v16n8a955

Keywords:

Knowledge mobilization, Evidence use, Intermediaries, Brokerage

Abstract

This study presents a conceptualization of mediated, evidence-informed practice as a form of impact within the education context, then examines whether and how a particular intermediary organization, Edutopia, is having such an impact. Extant open- and closed-ended survey data are analyzed. Survey respondents routinely reported using content hosted or featured by Edutopia in their professional practice, and provided specific insights regarding how they were doing so. These findings provide strong evidence that an educational intermediary can variously impact educators’ practices. The study provides a conceptualization and model that may be useful for other intermediaries and for scholars who are interested in examining impact and knowledge mobilization.

Author Biography

Joel R. Malin, Miami University-Oxford, Ohio

Joel Malin is an Assistant Professor of Educational Leadership at Miami University. He received his Ph.D. in educational policy, organization and leadership from the University of Illinois at Urbana-Champaign in May 2015. His research interests include research use and engagement, cross-sector collaboration, and leadership and policy (e.g., surrounding ambitious high school college and career readiness reforms). Joel’s scholarship has appeared in several top journals, including Educational Administration Quarterly, the Journal of Educational Administration, and Educational Policy. In the research use area, Joel has been especially focused on: 1) understanding the nature of educators’ research use and engagement; 2) understanding the nature and influence of educational intermediaries/brokers that seek to support the use of research and professional ideas in practice; and 3) considering how to leverage existing networks to enhance research engagement. Joel’s primary teaching responsibilities have concerned educational policy/politics, research methods, introductory statistics, and thesis development/writing. Before becoming a faculty member, Joel served in several roles spanning P-16 education, including as school psychologist, district-level administrator (e.g., as director of human resources and coordinator of research and assessment), and curriculum specialist/coach for a Race to the Top-funded intermediary organization focused on the development/implementation of rigorous high school programs of study.

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Published

2020-06-01

How to Cite

Malin, J. R. (2020). Mediated, Evidence-Informed Practice as Impact. International Journal of Education Policy and Leadership, 16(8). https://doi.org/10.22230/ijepl.2020v16n8a955