Vol 16, No 12 (2020)

Special Issue on Research Impact in Education

Amid increased calls for research use in education policy and practice are increased calls for researchers and their research to have impact—an issue experienced globally. After several decades of the study of research use and knowledge utilization, there is a shift in how education research is talked about, and, increasingly, how its evaluation is considered. Motivated by observations of this shift and the recent emergence of research impact in the context of U.S. education, this special issue focuses on scholarship that advances thinking about research impact both conceptually—in the presentation of frameworks and strategies—and empirically—through case studies across multiple contexts.

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Table of Contents

Editorial

Elizabeth Farley-Ripple, Julie Riordan, Kyle Cook, Jane Flood, Chris Brown, Joel Malin, Amanada Cooper, Samantha Shewchuk, Stephen MacGregor, David Phipps, Sofya Malik
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